Sample records for sharing lessons learned

  1. Lessons Learned for Improving Spacecraft Ground Operations

    NASA Technical Reports Server (NTRS)

    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.

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

    NASA Technical Reports Server (NTRS)

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

    2010-01-01

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

  3. Lesson Study: Evaluation Report and Executive Summary

    ERIC Educational Resources Information Center

    Murphy, Richard; Weinhardt, Felix; Wyness, Gill; Rolfe, Heather

    2017-01-01

    Lesson Study is a popular approach to teacher professional development used widely in Japan. It involves a small group of teachers co-planning a series of lessons based on a shared learning goal for the pupils, with one teacher leading the co-constructed lesson and their colleagues invited to observe pupil learning in the lesson. The team then…

  4. WHC significant lessons learned 1993--1995

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    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 manualmore » 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.« less

  5. Higher Education ERP: Lessons Learned.

    ERIC Educational Resources Information Center

    Swartz, Dave; Orgill, Ken

    2001-01-01

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

  6. Adaptative Peer to Peer Data Sharing for Technology Enhanced Learning

    NASA Astrophysics Data System (ADS)

    Angelaccio, Michele; Buttarazzi, Berta

    Starting from the hypothesis that P2P Data Sharing in a direct teaching scenario (e.g.: a classroom lesson) may lead to relevant benefits, this paper explores the features of EduSHARE a Collaborative Learning System useful for Enhanced Learning Process.

  7. Improving the redistribution of the security lessons in healthcare: An evaluation of the Generic Security Template.

    PubMed

    He, Ying; Johnson, Chris

    2015-11-01

    The recurrence of past security breaches in healthcare showed that lessons had not been effectively learned across different healthcare organisations. Recent studies have identified the need to improve learning from incidents and to share security knowledge to prevent future attacks. Generic Security Templates (GSTs) have been proposed to facilitate this knowledge transfer. The objective of this paper is to evaluate whether potential users in healthcare organisations can exploit the GST technique to share lessons learned from security incidents. We conducted a series of case studies to evaluate GSTs. In particular, we used a GST for a security incident in the US Veterans' Affairs Administration to explore whether security lessons could be applied in a very different Chinese healthcare organisation. The results showed that Chinese security professional accepted the use of GSTs and that cyber security lessons could be transferred to a Chinese healthcare organisation using this approach. The users also identified the weaknesses and strengths of GSTs, providing suggestions for future improvements. Generic Security Templates can be used to redistribute lessons learned from security incidents. Sharing cyber security lessons helps organisations consider their own practices and assess whether applicable security standards address concerns raised in previous breaches in other countries. The experience gained from this study provides the basis for future work in conducting similar studies in other healthcare organisations. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

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

    NASA Technical Reports Server (NTRS)

    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.

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

    DOE Office of Scientific and Technical Information (OSTI.GOV)

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

    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 onmore » 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.« less

  10. Challenge Activities for the Physical Education Classroom: Affective Learning Outcomes

    ERIC Educational Resources Information Center

    McKenzie, Emily; Symonds, Matthew L.; Fink, Kevin; Tapps, Tyler

    2017-01-01

    The purpose of this article is to share three challenge-based lesson plans that can be implemented by physical educators in their classroom. Each of the lesson examples addresses the three learning domains: psychomotor, cognitive and affective. Additionally, each lesson is aligned with SHAPE America's National Standards for K-12 Physical…

  11. The elements of a commercial human spaceflight safety reporting system

    NASA Astrophysics Data System (ADS)

    Christensen, Ian

    2017-10-01

    In its report on the SpaceShipTwo accident the National Transportation Safety Board (NTSB) included in its recommendations that the Federal Aviation Administration (FAA) ;in collaboration with the commercial spaceflight industry, continue work to implement a database of lessons learned from commercial space mishap investigations and encourage commercial space industry members to voluntarily submit lessons learned.; In its official response to the NTSB the FAA supported this recommendation and indicated it has initiated an iterative process to put into place a framework for a cooperative safety data sharing process including the sharing of lessons learned, and trends analysis. Such a framework is an important element of an overall commercial human spaceflight safety system.

  12. Providing Community Education: Lessons Learned from Native Patient Navigators

    PubMed Central

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

    2014-01-01

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

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

    PubMed

    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.

  14. Encouraging Problem-Solving Disposition in a Singapore Classroom

    ERIC Educational Resources Information Center

    Leong, Yew Hoong; Yap, Sook Fwe; Quek, Khiok Seng; Tay, Eng Guan; Tong, Cherng Luen; Ong, Yao Teck; Chia, Alexander Stanley Foh Soon; Zaini, Irni Karen Mohd; Khong, Wee Choo; Lock, Oi Leng; Zhang, Qiao Tian Beatrice; Tham, Yi Hui; Noorhazman, Nur-Illya Nafiza Mohamed

    2013-01-01

    In this article, we share our learning experience as a Lesson Study team. The Research Lesson was on Figural Patterns taught in Year 7. In addition to helping students learn the skills of the topic, we wanted them to develop a problem-solving disposition. The management of these two objectives was a challenge to us. From the lesson observation and…

  15. Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

    ERIC Educational Resources Information Center

    Pang, Ming Fai; Ling, Lo Mun

    2012-01-01

    The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

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

    ERIC Educational Resources Information Center

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

    1999-01-01

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

  17. When Pigs Fly: A New Perspective on Learning

    ERIC Educational Resources Information Center

    Taylor, Colette M.

    2011-01-01

    In this article, the author shares her "When pigs fly" story to initiate a discussion about how educators might broaden their understanding of "learning." She shares the lessons she has learned from her son who has Asperger's syndrome. As professionals in higher education, educators adjust organizational and educational structures to accommodate…

  18. Testing the Tester: Lessons Learned During the Testing of a State-of-the-Art Commercial 14nm Processor Under Proton Irradiation

    NASA Technical Reports Server (NTRS)

    Szabo, Carl M., Jr.; Duncan, Adam R.; Label, Kenneth A.

    2017-01-01

    Testing of an Intel 14nm desktop processor was conducted under proton irradiation. We share lessons learned, demonstrating that complex devices beget further complex challenges requiring practical and theoretical investigative expertise to solve.

  19. What Positive Lessons Have You Learned from English Class about Working with Other People?

    ERIC Educational Resources Information Center

    Cook, Bailey; Keefe, Bailey; Gray, Angela; Li, Justin; Miller, Kevin

    2010-01-01

    This article provides a forum for students to share their experiences and lessons learned from English class about working with other people. The first author thinks it is a good idea to have split-level classes because it opens up new opportunities to meet people and teaches one many good lessons about working with other people. The second author…

  20. The Interactions among Information Technology Organizational Learning, Project Learning, and Project Success

    ERIC Educational Resources Information Center

    McKay, Donald S., II

    2012-01-01

    Knowledge gained from completed information technology (IT) projects was not often shared with emerging project teams. Learning lessons from other project teams was not pursued because people lack time, do not see value in learning, fear a potentially painful process, and had concerns that sharing knowledge will hurt their career. Leaders could…

  1. Formative and Shared Assessment in Higher Education. Lessons Learned and Challenges for the Future

    ERIC Educational Resources Information Center

    López-Pastor, Victor; Sicilia-Camacho, Alvaro

    2017-01-01

    Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between…

  2. Lessons from Our Kissing Cousins: Third Culture Kids and Gifted Children

    ERIC Educational Resources Information Center

    Sheard, Wenda

    2008-01-01

    This article describes characteristics shared by "third culture kids" (TCKs) and gifted children and summarizes lessons to be learned from the two communities. Some of the lessons are from TCKs themselves; the article includes quotes from students the author has taught in recent years. Pedagogical lessons for raising the global awareness…

  3. A Learning Community of Colleagues Enhancing Practice

    ERIC Educational Resources Information Center

    Visone, Jeremy D.

    2016-01-01

    This article shares a promising practice: collegial visits. During collegial visits, educators watch a colleague teach a lesson about a predetermined focus as a form of professional development. Educators, including the host teacher, debrief after the lesson. These visits are part of a cycle of learning that moves from theory to practice, and the…

  4. Lessons Learned from an Industry, Government and University Collaboration to Restore Stream Habitats and Mitigate Effects

    NASA Astrophysics Data System (ADS)

    Jones, Nicholas E.; Scrimgeour, Garry J.; Tonn, William M.

    2017-01-01

    Restoration ecologists conduct both basic and applied research using a diversity of funding and collaborative models. Over the last 17 years we have assessed the effectiveness of a stream compensation project in Canada's north, where an independent university-based research program was a condition of the regulatory approval process. This resulted in a non-traditional university-government-industry partnership. Here we share seven lessons that we learned from our collective experiences with the research partnership and use the Ekati diamond mine as a case study to illustrate and support lessons learned. Our advice includes opinions on the importance of: engaging collaborators early, defining roles and responsibilities, data sharing and standardization, the use of natural streams to set restoration targets, expect setbacks and surprises, treating restoration as an opportunity to experiment, and how to define success. Many of the lessons learned are broadly applicable to those whom embark on research collaborations among industry, universities, and consulting companies within a regulatory framework and may be of particular value to collaborators in early stages of their career.

  5. Nursing 1000: a mosaic of lessons learned from patients.

    PubMed

    Quinlan-Colwell, Ann

    2010-09-01

    Throughout my nursing career, I have been most grateful for the education and lessons that I received from the many gifted women and men faculty in the nursing programs I attended. From learning how to give a bed bath and intramuscular injections to writing a doctoral research proposal, the information, wisdom, guidance, and resources they shared with me are invaluable. I also am fortunate to have had the privilege of caring for many patients from whom I also learned invaluable lessons. Together, this latter group of women and men formed the faculty of Nursing 1000. They are the patients who were instrumental in shaping me and my nursing career. Many of them are no longer alive, and all of our paths have diverged, yet they remain influential in how I work with patients on a daily basis. The lessons they taught me form a most special montage. This mosaic article is a way to share with others what the faculty of Nursing 1000 taught me. It is also, in a small way, a tribute to all of the unique men and women with whom, as a nurse, I have shared transpersonal caring experiences and from whom I have learned much. The faculty of Nursing 1000 is composed of a variety of patients for whom I cared and who taught me valuable lessons that guided me in how to better care for patients in the future. Although the Nursing 1000 faculty are no longer physically part of my life, each day they continue to influence how I interact with others. The lessons they taught form a very special mosaic. To protect their confidentiality, all patient names are pseudonyms.

  6. KM in Disguise: Lessons from a Decade of Supporting Emergent Knowledge Processes

    NASA Technical Reports Server (NTRS)

    Cooper, Lynne P.; Phan, Tu-Anh; Cheung, Cara

    2007-01-01

    The contents include: 1) Experience Base; 2) Emergent Knowledge Processes; and 3) Lessons and Insights including flexibility and adaptability, embeddedness, measures of success, knowledge obsolescence, willingness to share and learning.

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

    ERIC Educational Resources Information Center

    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…

  8. The Techy Teacher/Escaping the Lesson-Planning Doldrums

    ERIC Educational Resources Information Center

    Tucker, Catlin

    2016-01-01

    With a teacher's busy schedule, it is easy to get stuck in the lesson planning doldrums. However, as this is an era when teachers can easily learn from and share with educators all over the world, and are interacting increasingly with connected and tech-savvy students, their interest in all things digital can be leveraged for learning by teachers…

  9. Lessons Learned from a Community Engagement Initiative within Irish Higher Education

    ERIC Educational Resources Information Center

    Quillinan, Bernie; McEvoy, Eileen; MacPhail, Ann; Dempsey, Ciara

    2018-01-01

    This paper focuses on a community-university partnership built around a programme of study co-created by residents of a disadvantaged community and situated, for the most part, within that community. The aim of this paper is to share lessons learned from this community engagement initiative, as identified through a research study which ran…

  10. A Dream We All Can Share: How Parents Can Teach Kids that All History Counts

    ERIC Educational Resources Information Center

    Williams, Dana

    2005-01-01

    Like Martin Luther King Jr.'s dream, the events and people celebrated during February's Black History Month belong to everyone--they are lessons all people can learn from and take pride in. For all children to appreciate this shared history, parents and caregivers must regularly reinforce those lessons at home. No matter your color or background,…

  11. "Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

    ERIC Educational Resources Information Center

    Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

    2010-01-01

    This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

  12. Sharing Views of CLIL Lesson Planning in Language Teacher Education

    ERIC Educational Resources Information Center

    Banegas, Dario Luis

    2015-01-01

    Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees' perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  14. Secondary School Reform and Technology Planning: Lessons Learned from a Ten Year School Reform Initiative

    ERIC Educational Resources Information Center

    Bain, Alan

    2004-01-01

    The lessons learned from a decade long, site based school reform project are used to examine the relationship between technology integration and school reform. The nature of the reforms will be described along with implications and conclusions for technology planning. Six key school reform takeaways will be shared that are necessary to build a…

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

    NASA Astrophysics Data System (ADS)

    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.

  16. Engaging the Deaf American sign language community: lessons from a community-based participatory research center.

    PubMed

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

    2012-01-01

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

  17. Selected Lessons Learned over the ISS Design, Development, Assembly, and Operations: Applicability to International Cooperation for Standardization

    NASA Technical Reports Server (NTRS)

    Hirsch, David B.

    2010-01-01

    This slide presentation reviews some of the lessons learned in the sphere of international cooperation during the development, assembly and operation of the International Space Station. From the begining all Partners shared a common objective to build, operate and utilize a crewed laboratory in low orbit as an international partnership. The importance of standards is emphasized.

  18. Innovations in College Access: Challenges and Lessons Learned from Investing in Innovation (i3) Grantees

    ERIC Educational Resources Information Center

    Murthy, Carrie, Comp.

    2017-01-01

    In May 2017, the Investing in Innovation Fund (i3) College Access and Success community embarked on a project to compile shared challenges and lessons learned as a resource for fellow i3 College Access and Success grantees, the larger community of i3 grantees, and the broader field of college access. Through this project, the authors discovered…

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

    PubMed

    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.

  20. "Involvement in Learning" Revisited: Lessons We Have Learned.

    ERIC Educational Resources Information Center

    Astin, Alexander W.

    1999-01-01

    Originally published in March/April 1996, reviews the interconnections between two national reports, "Involvement in Learning," and the "Student Learning Imperative." Focuses on the issue of shared values and demonstrates how student affairs professionals can utilize the most recent research to realize the full potential of the…

  1. Experiences of Agency for Healthcare Research and Quality-funded projects that implemented practices for safer patient care.

    PubMed

    Taylor, Stephanie L; Ridgely, M Susan; Greenberg, Michael D; Sorbero, Melony E S; Teleki, Stephanie S; Damberg, Cheryl L; Farley, Donna O

    2009-04-01

    To synthesize lessons learned from the experiences of Agency for Healthcare Research and Quality-funded patient safety projects in implementing safe practices. Self-reported data from individual and group interviews with Original, Challenge, and Partnerships in Implementing Patient Safety (PIPS) grantees, from 2003 to 2006. Interviews with three grantee groups (n=60 total) implementing safe practice projects, with comparisons on factors influencing project implementation and sustainability. Semi-structured protocols contained open-ended questions on lessons learned and more structured questions on factors associated with project implementation and sustainability. The grantees shared common experiences, frequently identifying lessons learned regarding structural components needing to be in place before implementation, components of the implementation process, components of interventions' results needed for sustainability, changes in timelines or activities, unanticipated issues, and staff acceptance/adoption. Also, fewer Original grants had many of the factors related project to implementation/sustainability than the PIPS or Challenge grantees had. Although much of what was reported seemed like common sense, surprisingly few projects actually planned for or expected many of the barriers or facilitators they experienced during their project implementation. Others implementing practice improvements likely will share the experiences and issues identified by these implementation projects and can learn from their lessons.

  2. CuseCar--community car-sharing program : car sharing lessons learned.

    DOT National Transportation Integrated Search

    2011-08-01

    CuseCar of Syracuse launched services in December 2008 with 3 Toyota Prius Hybrids. CuseCar initially, due to : concerns about availability, limited membership to Origination Sponsor Locations, which in turn developed few : members. In 2009 CuseCar o...

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

    PubMed

    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.

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

    PubMed Central

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  6. Operational Lessons from a Strategic Sourcing Project

    ERIC Educational Resources Information Center

    Krob, Adam

    2008-01-01

    Sourcing decisions for information services departments have become an integral part of every school's IT strategy. Much has been written on what areas to outsource, which partner to select, and how to negotiate contracts and service agreements. In this article, the author shares the operational lessons learned by Tulane University during the…

  7. Landmark lecture on cardiology: the quest for the ultimate team in health care - what we can learn from musicians about leadership, innovation, and teambuilding?

    PubMed

    Penny, Daniel J

    2017-12-01

    The importance of teamwork is being increasingly recognised in healthcare. Nonetheless, it is equally recognised that teamwork is difficult. In this article, I explore whether we can learn lessons from musicians, orchestras, and conductors as we build our teams. The evolution of the role of the conductor provides useful lessons on leadership and the evolving role of the members of the orchestra on how team members can contribute to a shared outcome. The uncertainty of jazz provides useful lessons for innovation in an increasingly turbulent healthcare environment.

  8. Use of after action reports (AARs) to promote organizational and systems learning in emergency preparedness.

    PubMed

    Savoia, Elena; Agboola, Foluso; Biddinger, Paul D

    2012-08-01

    Many public health and healthcare organizations use formal knowledge management practices to identify and disseminate the experiences gained over time. The "lessons-learned" approach is one such example of knowledge management practice applied to the wider concept of organizational learning. In the field of emergency preparedness, the lessons-learned approach stands on the assumption that learning from experience improves practice and minimizes avoidable deaths and negative economic and social consequences of disasters. In this project, we performed a structured review of AARs to analyze how lessons learned from the response to real-incidents may be used to maximize knowledge management and quality improvement practices such as the design of public health emergency preparedness (PHEP) exercises. We chose as a source of data the "Lessons Learned Information Sharing (LLIS.gov)" system, a joined program of the U.S. Department of Homeland Security DHS and FEMA that serves as the national, online repository of lessons learned, best practices, and innovative ideas. We identified recurring challenges reported by various states and local public health agencies in the response to different types of incidents. We also strove to identify the limitations of systematic learning that can be achieved due to existing weaknesses in the way AARs are developed.

  9. Performance Assessment Assistance Activities in the DOE Complex - 12325

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Seitz, Roger R.; Phifer, Mark A.; Letourneau, Martin J.

    The United States Department of Energy Office of Environmental Management (DOE-EM) has established a Performance Assessment Community of Practice (PA CoP) to foster the sharing of information among performance assessment (PA) and risk assessment practitioners, regulators and oversight personnel. The general intent is to contribute to continuous improvement in the consistency, technical adequacy and quality of implementation of PAs and risk assessments around the DOE Complex. The PA CoP activities have involved commercial disposal facilities and international participants to provide a global perspective. The PA CoP has also sponsored annual technical exchanges as a means to foster improved communication andmore » to share lessons learned from on-going modelling activities. The PA CoP encourages activities to provide programmatic and technical assistance in the form of sharing experience and lessons learned with practitioners during the development of PAs and risk assessments. This assistance complements DOE-EM reviews through the Low-Level Waste Disposal Facility Federal Review Group (LFRG) that are conducted after modelling efforts are completed. Such up-front assistance is providing additional value in terms of improving consistency and sharing of information. There has been a substantial increase in the amount of assistance being provided. The assistance has been well received by practitioners and regulators that have been involved. The paper highlights assistance and sharing of information that has been conducted in the last two years to support activities underway in support of proposed disposal facilities at Paducah, Portsmouth, and the Idaho National Laboratory and tank closure at Hanford. DOE-EM established the PA CoP to help improve the consistency and quality of implementation of modelling activities around the DOE Complex. The PA CoP has sponsored annual technical exchanges as a means to foster improved communication and to share lessons learned from ongoing modelling activities. Practitioners; project managers; oversight personnel; and regulators from United States and international facilities have participated in the three technical exchanges that have been held to date. At the working level, the PA CoP has sponsored technical assistance in support of modelling activities that are currently underway. The assistance concept provides a means to share specific experience, good practices, and lessons learned on topics of interest at a given site while the modelling is being conducted. Such up-front assistance complements the sharing of information that occurs via regular LFRG meetings and independent LFRG reviews that are conducted when the modelling effort is completed. Examples from assistance activities that have been conducted at Idaho, Paducah, Portsmouth and Hanford were highlighted in this paper. There were differences in the types of assistance provided at each site. In some cases the assistance was focused on technical support for the practitioners and management responsible for the development of the PAs. At other sites, the assistance included working with the developers and regulators/stakeholders involved in the process to help with reaching consensus on critical assumptions. Such interactions have proven to be very effective to help all parties get a chance to discuss their perspectives and better understand the different points of view. In all cases, the assistance was used as a means to share broader perspectives, experiences and lessons learned with personnel engaged in a modelling activities at a given site. The combination of technical exchanges and targeted technical assistance has provided additional means to encourage the sharing of information around the DOE Complex and globally. Feedback from practitioners, oversight personnel, regulators and stakeholders that have been involved has been overwhelmingly positive. It is believed that such sharing of information and experiences is contributing to continuous improvement in the consistency, technical adequacy, and quality of modelling activities. Although different approaches are still being used, there is an improvement in the awareness of lessons learned and implementation of practices that have proven to be effective. (authors)« less

  10. How the Montessori Upper Elementary and Adolescent Environment Naturally Integrates Science, Mathematics, Technology, and the Environment

    ERIC Educational Resources Information Center

    McNamara, John

    2016-01-01

    John McNamara shares his wisdom and humbly credits Camillo Grazzini, Jenny Höglund, and David Kahn for his growth in Montessori. Recognizing more than what he has learned from his mentors, he shares the lessons he has learned from his students themselves. Math, science, history, and language are so integrated in the curriculum that students…

  11. Shaping Solutions from Learnings in PAIs: A Blueprint

    ERIC Educational Resources Information Center

    Dosanjh, Nawtej; Jha, Pushkar P.

    2016-01-01

    Purpose: The paper outlines a portal that facilitates learning through sharing of experiences. This flow is between experience sharers and solution seekers in the domain of poverty alleviation interventions (PAIs). Practitioners working on PAIs are often confined to searching from within "lessons learned" repositories and also from…

  12. Use of After Action Reports (AARs) to Promote Organizational and Systems Learning in Emergency Preparedness

    PubMed Central

    Savoia, Elena; Agboola, Foluso; Biddinger, Paul D.

    2012-01-01

    Many public health and healthcare organizations use formal knowledge management practices to identify and disseminate the experiences gained over time. The “lessons-learned” approach is one such example of knowledge management practice applied to the wider concept of organizational learning. In the field of emergency preparedness, the lessons-learned approach stands on the assumption that learning from experience improves practice and minimizes avoidable deaths and negative economic and social consequences of disasters. In this project, we performed a structured review of AARs to analyze how lessons learned from the response to real-incidents may be used to maximize knowledge management and quality improvement practices such as the design of public health emergency preparedness (PHEP) exercises. We chose as a source of data the “Lessons Learned Information Sharing (LLIS.gov)” system, a joined program of the U.S. Department of Homeland Security DHS and FEMA that serves as the national, online repository of lessons learned, best practices, and innovative ideas. We identified recurring challenges reported by various states and local public health agencies in the response to different types of incidents. We also strived to identify the limitations of systematic learning that can be achieved due to existing weaknesses in the way AARs are developed. PMID:23066408

  13. Team Learning in SMES: Learning the Lessons

    ERIC Educational Resources Information Center

    McKeown, Ian

    2012-01-01

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

  14. Information Sharing Strategies of the United States Federal Government and Its Allies and Our Contributions Towards Implementing these Strategies. Version 1

    DTIC Science & Technology

    2010-08-01

    sharing initiatives. For example, NIH has a program called “Clear Communication” whose objective is to “cultivate a growing health literacy movement by...increasing information sharing of NIH educational products, research, lessons learned, and research in the area of health literacy ”. DOT has created

  15. Cross-industry Performance Modeling: Toward Cooperative Analysis

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Reece, Wendy Jane; Blackman, Harold Stabler

    One of the current unsolved problems in human factors is the difficulty in acquiring information from lessons learned and data collected among human performance analysts in different domains. There are several common concerns and generally accepted issues of importance for human factors, psychology and industry analysts of performance and safety. Among these are the need to incorporate lessons learned in design, to carefully consider implementation of new designs and automation, and the need to reduce human performance-based contributions to risk. In spite of shared concerns, there are several roadblocks to widespread sharing of data and lessons learned from operating experiencemore » and simulation, including the fact that very few publicly accessible data bases exist (Gertman & Blackman, 1994, and Kirwan, 1997). There is a need to draw together analysts and analytic methodologies to comprise a centralized source of data with sufficient detail to be meaningful while ensuring source anonymity. We propose that a generic source of performance data and a multi-domain data store may provide the first steps toward cooperative performance modeling and analysis across industries.« less

  16. Cross-Industry Performance Modeling: Toward Cooperative Analysis

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    H. S. Blackman; W. J. Reece

    One of the current unsolved problems in human factors is the difficulty in acquiring information from lessons learned and data collected among human performance analysts in different domains. There are several common concerns and generally accepted issues of importance for human factors, psychology and industry analysts of performance and safety. Among these are the need to incorporate lessons learned in design, to carefully consider implementation of new designs and automation, and the need to reduce human performance-based contributions to risk. In spite of shared concerns, there are several road blocks to widespread sharing of data and lessons learned from operatingmore » experience and simulation, including the fact that very few publicly accessible data bases exist(Gertman & Blackman, 1994, and Kirwan, 1997). There is a need to draw together analysts and analytic methodologies to comprise a centralized source of data with sufficient detail to be meaningful while ensuring source anonymity. We propose that a generic source of performance data and a multi-domain data store may provide the first steps toward cooperative performance modeling and analysis across industries.« less

  17. Sustainability Through Technology Licensing and Commercialization: Lessons Learned from the TRIAD Project

    PubMed Central

    Payne, Philip R.O.

    2014-01-01

    Ongoing transformation relative to the funding climate for healthcare research programs housed in academic and non-profit research organizations has led to a new (or renewed) emphasis on the pursuit of non-traditional sustainability models. This need is often particularly acute in the context of data management and sharing infrastructure that is developed under the auspices of such research initiatives. One option for achieving sustainability of such data management and sharing infrastructure is the pursuit of technology licensing and commercialization, in an effort to establish public-private or equivalent partnerships that sustain and even expand upon the development and dissemination of research-oriented data management and sharing technologies. However, the critical success factors for technology licensing and commercialization efforts are often unknown to individuals outside of the private sector, thus making this type of endeavor challenging to investigators in academic and non-profit settings. In response to such a gap in knowledge, this article will review a number of generalizable lessons learned from an effort undertaken at The Ohio State University to commercialize a prototypical research-oriented data management and sharing infrastructure, known as the Translational Research Informatics and Data Management (TRIAD) Grid. It is important to note that the specific emphasis of these lessons learned is on the early stages of moving a technology from the research setting into a private-sector entity and as such are particularly relevant to academic investigators interested in pursuing such activities. PMID:25848609

  18. An Unquiet Sabbatical

    ERIC Educational Resources Information Center

    Miles, William F. S.

    2009-01-01

    In this article, the author shares his experience while doing research in Beersheba, Israel. His experience has taught him some unexpected lessons. One lesson he learned, when venturing to another floor within the university while the sirens go off, is to locate the nearest bomb shelter (each floor of the building has its own shelter.) One should…

  19. School Reform in Chicago: Lessons in Policy and Practice

    ERIC Educational Resources Information Center

    Russo, Alexander, Ed.

    2004-01-01

    "School Reform in Chicago" shares the lessons learned from the city of Chicago's school reform efforts over the past two decades, the most ambitious in history, becoming a huge laboratory for innovations in areas such as school governance, leadership, accountability, and community involvement. In 1987, The U.S. Secretary of Education…

  20. Scoring a Goal for Learning

    ERIC Educational Resources Information Center

    Graham, Renee Williams; Dennis, Emily; Cornell, Marilyn

    2013-01-01

    Students in Mrs. Cornell's kindergarten class shared their observations about what happened when drops of water were placed on different types of wood. The students were engaging in a science lesson focusing on the observable properties of wood, an activity from the FOSS Wood and Paper science module. This lesson is one of many that Mrs. Cornell…

  1. Developing Cultural Responsiveness While Teaching Content Standards: Lessons from a Brazilian Experience

    ERIC Educational Resources Information Center

    Ellis, Jason Brent; Abreu-Ellis, Carla; Moor, Alexa; Aukerman, Kaitlyn; Buttil, Michael; Edwards, Alyssa

    2017-01-01

    This article demonstrates how teachers can represent a different culture in their instructional planning while still meeting state-mandated content standards. It shares the lessons learned by practicing and pre-service teachers through an experience designed to help them become more culturally responsive teachers. Participants spent a month in…

  2. MSL Lessons Learned and Knowledge Capture

    NASA Technical Reports Server (NTRS)

    Buxbaum, Karen L.

    2012-01-01

    The Mars Program has recently been informed of the Planetary Protection Subcommittee (PPS) recommendation, which was endorsed by the NAC, concerning Mars Science Lab (MSL) lessons learned and knowledge capture. The Mars Program has not had an opportunity to consider any decisions specific to the PPS recommendation. Some of the activities recommended by the PPS would involve members of the MSL flight team who are focused on cruise, entry descent & landing, and early surface operations; those activities would have to wait. Members of the MSL planetary protection team at JPL are still available to support MSL lessons learned and knowledge capture; some of the specifically recommended activities have already begun. The Mars Program shares the PPS/NAC concerns about loss of potential information & expertise in planetary protection practice.

  3. Building a quality culture in the Office of Space Flight: Approach, lessons learned and implications for the future

    NASA Astrophysics Data System (ADS)

    Roberts, C. Shannon

    The purpose of this paper is to describe the approach and lessons learned by the Office of Space Flight (OSF), National Aeronautics and Space Administration (NASA), in its introduction of quality. In particular, the experience of OSF Headquarters is discussed as an example of an organization within NASA that is considering both the business and human elements of the change and the opportunities the quality focus presents to improve continuously. It is hoped that the insights shared will be of use to those embarking upon similar cultural changes. The paper is presented in the following parts: the leadership challenge; background; context of the approach to quality; initial steps; current initiatives; lessons learned; and implications for the future.

  4. Building a quality culture in the Office of Space Flight: Approach, lessons learned and implications for the future

    NASA Technical Reports Server (NTRS)

    Roberts, C. Shannon

    1992-01-01

    The purpose of this paper is to describe the approach and lessons learned by the Office of Space Flight (OSF), National Aeronautics and Space Administration (NASA), in its introduction of quality. In particular, the experience of OSF Headquarters is discussed as an example of an organization within NASA that is considering both the business and human elements of the change and the opportunities the quality focus presents to improve continuously. It is hoped that the insights shared will be of use to those embarking upon similar cultural changes. The paper is presented in the following parts: the leadership challenge; background; context of the approach to quality; initial steps; current initiatives; lessons learned; and implications for the future.

  5. Safety and Mission Assurance Knowledge Management Retention: Managing Knowledge for Successful Mission Operations

    NASA Technical Reports Server (NTRS)

    Johnson, Teresa A.

    2006-01-01

    Knowledge Management is a proactive pursuit for the future success of any large organization faced with the imminent possibility that their senior managers/engineers with gained experiences and lessons learned plan to retire in the near term. Safety and Mission Assurance (S&MA) is proactively pursuing unique mechanism to ensure knowledge learned is retained and lessons learned captured and documented. Knowledge Capture Event/Activities/Management helps to provide a gateway between future retirees and our next generation of managers/engineers. S&MA hosted two Knowledge Capture Events during 2005 featuring three of its retiring fellows (Axel Larsen, Dave Whittle and Gary Johnson). The first Knowledge Capture Event February 24, 2005 focused on two Safety and Mission Assurance Safety Panels (Space Shuttle System Safety Review Panel (SSRP); Payload Safety Review Panel (PSRP) and the latter event December 15, 2005 featured lessons learned during Apollo, Skylab, and Space Shuttle which could be applicable in the newly created Crew Exploration Vehicle (CEV)/Constellation development program. Gemini, Apollo, Skylab and the Space Shuttle promised and delivered exciting human advances in space and benefits of space in people s everyday lives on earth. Johnson Space Center's Safety & Mission Assurance team work over the last 20 years has been mostly focused on operations we are now beginning the Exploration development program. S&MA will promote an atmosphere of knowledge sharing in its formal and informal cultures and work processes, and reward the open dissemination and sharing of information; we are asking "Why embrace relearning the "lessons learned" in the past?" On the Exploration program the focus will be on Design, Development, Test, & Evaluation (DDT&E); therefore, it is critical to understand the lessons from these past programs during the DDT&E phase.

  6. Changing the Rules: Making Space for Interactive Learning in the Galleries of the Detroit Institute of Arts

    ERIC Educational Resources Information Center

    Czajkowski, Jennifer Wild

    2011-01-01

    Three years after the Detroit Institute of Arts opened with all new, "visitor-centered" galleries, the museum's executive director of learning and interpretation shares the processes, successes, and lessons learned at an institution that embraced an array of hands-on learning models. The models are discussed as components of a…

  7. Doing Philosophy Effectively: Student Learning in Classroom Teaching

    PubMed Central

    2015-01-01

    An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students. PMID:26379267

  8. Doing Philosophy Effectively: Student Learning in Classroom Teaching.

    PubMed

    Kienstra, Natascha; Imants, Jeroen; Karskens, Machiel; van der Heijden, Peter G M

    2015-01-01

    An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students.

  9. Bee SAFE, a Skill-Building Intervention to Enhance CAM Health Literacy: Lessons Learned.

    PubMed

    Shreffler-Grant, Jean; Nichols, Elizabeth G; Weinert, Clarann

    2018-05-01

    The purpose is to describe a feasibility study of a skill-building intervention to enhance health literacy about complementary and alternative (CAM) therapies among older rural adults and share lessons learned. A study was designed to examine the feasibility of an intervention to enhance CAM health literacy. The theme was "Bee SAFE" for Be a wise user of CAM, Safety, Amount, From where, and Effect. Modules were presented face to face and by webinar with older adults at a senior center in one small rural community. The team achieved its purpose of designing, implementing, and evaluating the intervention and assessing if it could be implemented in a rural community. The implementation challenges encountered and lessons learn are discussed. By improving CAM health literacy, older rural adults with chronic health conditions can make well-reasoned decisions about using CAM for health promotion and illness management. The goal is to implement the Bee SAFE intervention in other rural communities; thus team members were attentive to lessons to be learned before investing time, effort, and expense in the larger intervention. It is hoped that the lessons learned can be instructive to others planning projects in rural communities.

  10. LESSONS LEARNED AND NEXT STEPS FOR BUILDING KNOWLEDGE ABOUT TRIBAL MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING.

    PubMed

    Whitmore, Corrie B; Sarche, Michelle; Ferron, Cathy; Moritsugu, John; Sanchez, Jenae G

    2018-05-16

    Authors in this Special Issue of the Infant Mental Health Journal shared the work of the first three cohorts of Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) grantees funded by the Administration for Children and Families. Since 2010, Tribal MIECHV grantees have served families and children prenatally to kindergarten entry in American Indian and Alaska Native (AI/AN) communities across the lower 48 United States and Alaska. Articles highlighted challenges and opportunities that arose as grantees adapted, enhanced, implemented, and evaluated their home-visiting models. This article summarizes nine lessons learned across the articles in this Special Issue. Lessons learned address the importance of strengths-based approaches, relationship-building, tribal community stakeholder involvement, capacity-building, alignment of resources and expectations, tribal values, adaptation to increase cultural and contextual attunement, indigenous ways of knowing, community voice, and sustainability. Next steps in Tribal MIECHV are discussed in light of these lessons learned. © 2018 Michigan Association for Infant Mental Health.

  11. Once Upon an HRD Book Club.

    ERIC Educational Resources Information Center

    Bonner, Dede; Tarner, Liz

    1999-01-01

    Shares experiences of a human resource development (HRD) book group. Offers practical startup tips, descriptions of different types of book groups, and lessons learned about such groups. Suggests that membership on an HRD book group is an opportunity for self-directed learning in a social context, and it fosters a mindset for lifelong learning.…

  12. 77 FR 41801 - Solicitation for a Cooperative Agreement-Transition From Jail to the Community (TJC)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-16

    ... for use by non-participating jurisdictions so that it might share with others those lessons learned... learning sites. A related objective of the implementation evaluation is to measure evidence of systems... learning sites through two primary activities: (1) Development and dissemination of tools to local...

  13. Data Sharing to Inform School-Based Asthma Services

    ERIC Educational Resources Information Center

    Portwood, Sharon G.; Nelson, Elissa B.

    2013-01-01

    Background: This article examines results and lessons learned from a collaborative project involving a large urban school district, its county health department, multiple community partners, and the local university to establish an effective system for data sharing to inform monitoring and evaluation of the Charlotte Mecklenburg Schools (CMS)…

  14. Operation Anaconda: Lessons Learned, or Lessons Observed?

    DTIC Science & Technology

    2009-06-12

    commentators have noted that suboptimal command and control relationships, lack of communication , and confusion all contributed to the initial...lack of communication , and confusion all contributed to the initial problems in air/ground coordination, few have examined the joint and service...continuous challenge in modern warfare. Despite the vast increases in communications and information sharing capabilities that have accompanied

  15. Birds of a Feather... and Clay, Wire, Tissue and Paint!

    ERIC Educational Resources Information Center

    Feiner, Lois

    2011-01-01

    What began as a review lesson in clay construction quickly became a fun learning experience filled with inspiring conversations and creatively painted birds. This lesson was successful from beginning to end, with a final reward when the artwork was displayed. The author describes the process of working on this project and shares how the students…

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

    NASA Astrophysics Data System (ADS)

    Chamberlain, Leslie C.

    2016-06-01

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

  17. Practicing Improvisation: Preparing Multicultural Educators

    ERIC Educational Resources Information Center

    Hull, Karla

    2015-01-01

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

  18. Voices of Women in the Field: What I Learned about Leadership

    ERIC Educational Resources Information Center

    Walline, Linda

    2008-01-01

    In this article, the author shares lessons learned from her experiences as a nursing faculty member and a nursing leader. The most important thing the author has learned about leadership development is that it is a continuous process. The author recognizes that her family, peers, education, job changes, supervisors, and mentors have all influenced…

  19. Lending, Learning, Leading: Developing Results-Based Leaders in Opportunity Finance

    ERIC Educational Resources Information Center

    Annie E. Casey Foundation, 2015

    2015-01-01

    This report tells the story of the CDFI Leadership Learning Network, a Casey Foundation initiative to equip leaders of community development finance institutions with the tools of results-based leadership (RBL). The Foundation shares lessons learned from the network, core RBL concepts and profiles of CDFI leaders as they apply RBL skills and tools…

  20. Lessons Learned and Global Partnerships: Stories of Sexual and Reproductive Health from Namibia

    ERIC Educational Resources Information Center

    Maurer, Lis; Kelly, Maureen

    2005-01-01

    Through a Global Partnership Project, Planned Parenthood of the Southern Finger Lakes in Ithaca, New York and the Namibian Planned Parenthood Association (NAPPA) in Windhoek, Namibia have joined together to share best practices, technical assistance, support, and resources. The Global Partners share the common goal of increasing awareness,…

  1. Medical mission to dominican republic: one dermatology group?s experiences.

    PubMed

    Ahmed, Atif; Peine, Steven

    2013-01-01

    The intents of this article are to share our experiences during a medical mission in the Dominican Republic and to provide the reader with a cross-sectional view of conditions seen and an overview of interesting and challenging cases encountered. We also discuss treatments and techniques used and share lessons learned. 2013.

  2. Empowering Students through History: "The Giver" as a Metaphor and Preparation for Studying History in the Secondary Classroom

    ERIC Educational Resources Information Center

    Brugar, Kristy A.

    2012-01-01

    Students sometimes resist the history lessons their teachers try to impart; challenging the purpose and relevance of the information being shared. However, reading "The Giver" can help to bridge the gap between students accepting and rejecting the lessons of history while learning to value the skills such as citizenship and awareness associated…

  3. Swimming Lessons

    ERIC Educational Resources Information Center

    Goldman, Arthur

    2006-01-01

    In this article, the author talks about his experience as an 11-year-old swimmer and shares the lessons he learned as a member of the swim team. In his experience as one of the slowest team members, he discovered that slow and steady does not win the race, and when the focus is only on achievement, one loses the value of failure. As an adult, he…

  4. Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Belanger, Jackie; Zou, Ning; Mills, Jenny Rushing; Holmes, Claire; Oakleaf, Megan

    2015-01-01

    Rubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a…

  5. Motivating Instructors through Innovative Technology and Pedagogy

    ERIC Educational Resources Information Center

    Weber, Nicole L.; Barth, Dylan J.

    2016-01-01

    Members of the UWM CETL online and blended faculty development team share innovative technological and pedagogical strategies that they currently utilize to motivate and assist instructors in developing courses for the online or blended environments, and they discuss the lessons learned from incorporating active learning, open content, bring your…

  6. Collaboration Creation: Lessons Learned from Establishing an Online Professional Learning Community

    ERIC Educational Resources Information Center

    Gray, Colin; Smyth, Keith

    2012-01-01

    This paper describes the design, implementation, evaluation and further refinement of an ELGG-based social networking site to support professional development activity, project group and special interest groups, and the discussion and sharing of educational experiences and resources across Edinburgh Napier University in the United Kingdom.…

  7. Green Richland: Building Sustainable Local and World Community

    ERIC Educational Resources Information Center

    Lester, Carole N.

    2008-01-01

    This article shares the college's experiences and the lessons learned in the creation of the GREENRichland Program and the other approaches to building sustainability. These programs directly support the college's vision to be the best place to learn, teach, and build sustainable local and world community. This discussion features details…

  8. Designing ee-Learning Environments: Lessons from an Online Workshop

    ERIC Educational Resources Information Center

    Godwin, Lindsey; Kaplan, Soren

    2008-01-01

    Based on their work leading three experiential, online workshops with over 180 participants from around the world, Lindsey Godwin and Soren Kaplan share reflections on designing and conducting successful ee-learning courses. The workshops sought to translate a popular face-to-face seminar in appreciative inquiry, an increasingly popular…

  9. Bringing in Professional Experience to a Discussion Mediated by a Blended-Learning Environment: "How" and "What" Do Teachers Learn?

    ERIC Educational Resources Information Center

    da Luz Correia, Maria; Majós, Teresa Mauri; Álvarez, Rosa Colomina

    2013-01-01

    We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies…

  10. School Teachers' Continuous Professional Development in an Online Learning Community: Lessons from a Case Study of an eTwinning Learning Event

    ERIC Educational Resources Information Center

    Holmes, Brian

    2013-01-01

    A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of "community" to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that…

  11. More Bang for the Buck: Integrating Green Infrastructure into Existing Public Works Projects

    EPA Pesticide Factsheets

    shares lessons learned from municipal and county officials experienced in coordinating green infrastructure applications with scheduled street maintenance, park improvements, and projects on public sites.

  12. Offshore Energy Knowledge Exchange Workshop Report

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    none,

    2012-04-12

    A report detailing the presentations and topics discussed at the Offshore Energy Knowledge Exchange Workshop, an event designed to bring together offshore energy industry representatives to share information, best practices, and lessons learned.

  13. The Benefits of Intergenerational Learning in Higher Education: Lessons Learned from Two Age Friendly University Programs

    ERIC Educational Resources Information Center

    Pstross, Mikulas; Corrigan, Trudy; Knopf, Richard C.; Sung, HeeKyung; Talmage, Craig A.; Conroy, Carmel; Fowley, Cathy

    2017-01-01

    This article focuses on the role of universities in the promotion of intergenerational learning and the facilitation of reciprocal sharing of expertise among learners of all ages. The principles of the Age Friendly University are used as a particular lens for interpreting two university programs, one in the United States and one in Ireland. Though…

  14. Learning as a shared responsibility: Insights from a series of dialogic workshops with practitioners, leaders, and researchers (Abstract)

    Treesearch

    Anne Black; Dave Thomas; Jennifer Ziegler; Jim Saveland

    2012-01-01

    For some time now, the wildland fire community has been interested in 'organizational learning' as a way to improve safety and overall performance. For instance, in the US, federal agencies have established and continue to support the Wildland Fire Lessons Learned Center, sponsored several national conferences and are currently considering how incident...

  15. Learning as a shared responsibility: Insights from a series of dialogic workshops with practitioners, leaders, and researchers

    Treesearch

    Anne E. Black; Dave Thomas; Jennifer Ziegler; J. Saveland

    2012-01-01

    For some time now, the wildland fire community has been interested in 'organizational learning' as a way to improve safety and overall performance. For instance, in the US, federal agencies have established the Wildland Fire Lessons Learned Center, sponsored several national conferences, and are currently considering how incident reviews might be used to...

  16. The Chemically Elegant Proton Pump Inhibitors

    PubMed Central

    Roche, Victoria F.

    2006-01-01

    Medicinal chemistry instruction at Creighton University is designed to provide an in-depth scientifically grounded and clinically relevant learning experience for pharmacy students. Each topic covered in the 2-semester required course sequence is selected based on the general utility of the compounds in question and/or the therapeutic importance of the drugs in treating life-threatening diseases. All lessons provided to campus- and Web-based students by the author are in the form of a descriptive and conversational narrative and course requirements are in place to assure that students read the lesson prior to the class period in which it is discussed. Learning tools and aids are provided to help students more readily discern the most critical aspects of each lesson, to practice required critical thinking and structure analysis skills, and to self-assess competency in meeting specific learning objectives. This manuscript illustrates this approach by sharing a lesson on the chemistry and clinically relevant structure-activity relationships of proton pump inhibitors. PMID:17149430

  17. Development and Implementation of a School-based Obesity Prevention Intervention: Lessons Learned from Community-Based Participatory Research

    PubMed Central

    Uyeda, Kimberly; Bogart, Laura M.; Hawes-Dawson, Jennifer; Schuster, Mark A.

    2010-01-01

    Background National, state, and local policies aim to change school environments to prevent child obesity. Community-based participatory research (CBPR) can be effective in translating public health policy into practice. Objectives We describe lessons learned from developing and pilot testing a middle school-based obesity prevention intervention using CBPR in Los Angeles, California. Methods We formed a community–academic partnership between the Los Angeles Unified School District (LAUSD) and the UCLA/RAND Center for Adolescent Health Promotion to identify community needs and priorities for addressing adolescent obesity and to develop and pilot test a school-based intervention. Lessons Learned Academic partners need to be well-versed in organizational structures and policies. Partnerships should be built on relationships of trust, shared vision, and mutual capacity building, with genuine community engagement at multiple levels. Conclusion These lessons are critical, not only for partnering with schools on obesity prevention, but also for working in other community settings and on other health issues. PMID:20208226

  18. Building Successful GitHub Communities

    NASA Astrophysics Data System (ADS)

    Smith, A.

    2014-12-01

    Building successful online communities is hard, whether it's in open source software or web-based citizen science. In this presentation I'll share some lessons learned and outline some techniques employed by successful open source projects.

  19. Falls risk assessment begins with hello: lessons learned from the use of one home health agency's fall risk tool.

    PubMed

    Flemming, Patricia J; Ramsay, Katherine

    2012-10-01

    Identifying older adults at risk for falls is a challenge all home healthcare agencies (HHAs) face. The process of assessing for falls risk begins with the initial home visit. One HHA affiliated with an academic medical center describes its experience in development and use of a Falls Risk Assessment (FRA) tool over a 10-year period. The FRA tool has been modified since initial development to clarify elements of the tool based on research and to reflect changes in the Outcome and Assessment Information Set (OASIS) document. The primary purpose of this article is to share a validated falls risk assessment tool to facilitate identification of fall-related risk factors in the homebound population. A secondary purpose is to share lessons learned by the HHA during the 10 years using the FRA.

  20. The Data Warehouse: Keeping It Simple. MIT Shares Valuable Lessons Learned from a Successful Data Warehouse Implementation.

    ERIC Educational Resources Information Center

    Thorne, Scott

    2000-01-01

    Explains why the data warehouse is important to the Massachusetts Institute of Technology community, describing its basic functions and technical design points; sharing some non-technical aspects of the school's data warehouse implementation that have proved to be important; examining the importance of proper training in a successful warehouse…

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

    DTIC Science & Technology

    2005-01-01

    the environmental, cultural, and infrastructure changes in health care that will be necessary to achieve significant, widespread patient safety...to improved patient outcomes. Achievement of improved patient safety requires enhanced health care leadership commitment and learning systems that... health care organizations and practitioners to work together to identify and solve patient safety problems. Providing safe care requires a learning

  2. Lessons Learned at LPI for Scientists in Education and Public Outreach

    NASA Astrophysics Data System (ADS)

    Shupla, C. B.; Kramer, G. Y.; Gross, J.; Shaner, A. J.; Dalton, H.; Grier, J.; Buxner, S.; Shipp, S. S.; Hackler, A. S.

    2015-12-01

    The Lunar and Planetary Institute (LPI) has engaged scientists in a variety of education programs, including teacher workshops, family events, public presentations, informal educator trainings, communication workshops, and outreach events. Scientists have helped conduct hands-on activities, participated in group discussions, and given talks, while sharing their own career paths and interests; these activities have provided audiences with a clearer vision of how science is conducted and how they can become engaged in science themselves. We will share the lessons we have learned through these experiences, including the value of collaborations between scientists and educators, the importance of understanding the audience's interests and knowledge, and the insights that audiences gain during unstructured discussion and interactions with scientists. LPI has also worked with the NASA Science Mission Directorate E/PO community to determine ways to enable scientists and engineers to engage in E/PO and STEM learning, including examining the research and programs for becoming involved in the preparation of future teachers (see the Menu of Opportunities at http://www.lpi.usra.edu/education/pre_service_edu/). We will share key research-based best practices that are recommended for scientists and engineers interested in participating in E/PO activities.

  3. WISE Science: Web-based Inquiry in the Classroom. Technology, Education--Connections

    ERIC Educational Resources Information Center

    Slotta, James D.; Linn, Marcia C.

    2009-01-01

    This book shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a new technology-enhanced learning environment known as WISE: The Web-Based Inquiry Science Environment. WISE offers a collection of free, customizable curriculum projects on topics central to the…

  4. Promoting European Dimensions in Lifelong Learning.

    ERIC Educational Resources Information Center

    Field, John, Ed.

    This collection of 19 essays shares the lessons of a wealth of experience and challenges professionals to open up adult learning to a variety of international perspectives. The first essay, "Building a European Dimension: A Realistic Response to Globalization?" (John Field), is an introduction to the essays. The six essays in Section I,…

  5. Teaching-to-Learn: A Constructivist Approach to Shared Responsibility

    ERIC Educational Resources Information Center

    Milbrandt, Melody K.; Felts, Janet; Richards, Brooke; Abghari, Neda

    2004-01-01

    In the spring of 2003, three Atlanta area high school art teachers implemented constructivist lessons to see how students would accept responsibility for their own learning and peer-teaching situations. Each teacher selected at least one class in which to implement a variety of constructivist strategies. The teachers then selected a goal in their…

  6. Lessons from New Zealand: Leadership for Learning

    ERIC Educational Resources Information Center

    McPherson, Sarah; Borthwick, Arlene

    2011-01-01

    Last February, members of ISTE's Special Interest Group for Teacher Educators (SIGTE) traveled to New Zealand as part of a SIG-sponsored study tour. While there, the 13-member group visited seven schools and attended the Learning@School 2010 conference. In this third and final installment about their trip, they share observations about New…

  7. From Malaysia to America: Community-Based Character Education for Children and Youth

    ERIC Educational Resources Information Center

    Haslip, Meishi Lim; Haslip, Michael J.

    2013-01-01

    This article shares lessons learned from the implementation of a community-based character education program in Malaysia. The program at Jenjarom Learning Center is directed toward the transformation and empowerment of local children and youth through moral and character education. The stated purpose of the program has been to awaken the…

  8. The Ripple Effect: Lessons from a Research and Teaching Faculty Learning Community

    ERIC Educational Resources Information Center

    Hershberger, Andrew; Spence, Maria; Cesarini, Paul; Mara, Andrew; Jorissen, Kathleen Topolka; Albrecht, David; Gordon, Jeffrey J.; Lin, Canchu

    2009-01-01

    Building upon a related 2005 panel presentation at the 25th annual Lilly Conference on College Teaching, Miami University, Oxford, Ohio, the authors, several tenure-track assistant professors and tenured associate professors who have participated in a Research and Teaching Faculty Learning Community at Bowling Green State University, share their…

  9. Lessons Learned in Starting and Running a Neighborhood Networks Center.

    ERIC Educational Resources Information Center

    Department of Housing and Urban Development, Washington, DC.

    This guide shares information about setting up and operating Neighborhood Networks centers. (These centers operate in Department of Housing and Urban Development-assisted or -insured housing nationwide to help low-income people boost their basic skills and find good jobs, learn to use computers and the Internet, run businesses, improve their…

  10. Country watch: Central African Republic (CAR).

    PubMed

    Aubel, J; Sobela, F; Voga, P

    1997-01-01

    This article describes the activities of the Community Peer AIDS Education Project, initiated in 1995 in the Central African Republic (CAR). The CAR project was created by the National AIDS Committee (NAC) and the US Peace Corps. A 4-day workshop was held at the onset for project staff and consultants. Staff developed a simple monitoring and evaluation (M&E) system that emphasizes "learning." M&E schemes measure project outputs, expenditures, and other measures of program implementation in order to help staff gradually improve implementation. M&E helps staff document activities, share information, and learn from the implementation process. Project activities are documented by maintaining community logbooks, taking photos of significant aspects of the educational activities, and leading informal discussion groups. The CAR project engaged in sharing and learning activities by holding meetings with peer leaders, team meetings, meetings with project managers, and meetings with the NAC. Once a month, peer field coordinators conducted a structured exercise with peer leaders. One aim was to gain their feedback on the successes and constraints of activities. Another was to make suggestions on how to improve activities. These structured exercises are recorded as lessons learned in a project book. Team meetings are held periodically. During meetings, staff review project books and photos and discuss successes and problems encountered. Project manager meetings provide time to share lessons learned and to suggest project strengthening options. NAC meetings between the project manager and field coordinators allow for a bottom-up learning process. CAR project staff were receptive to M&E efforts.

  11. SMILE (Shared Mentoring in Instructional Learning Environments): Effectiveness of a Lesson-Study Approach to Student-Teaching Supervision on a Teacher-Education Performance Assessment

    ERIC Educational Resources Information Center

    Chizhik, Estella Williams; Chizhik, Alexander Williams; Close, Catherine; Gallego, Margaret

    2017-01-01

    Student-teaching field placements play an important role in preparing teacher candidates, many of whom rate the practice as the most authentic and relevant learning experience associated with their teacher-education programs. As a part of these field experiences, teacher candidates have opportunities to learn instructional and class management…

  12. Sustaining Change: Successes, Challenges, and Lessons Learned from Twenty Years of Empowering Students through Community-Based Learning Capstones

    ERIC Educational Resources Information Center

    Kerrigan, Seanna M.

    2015-01-01

    More than four thousand students engage in the community-based learning capstone program every year by enrolling in one of 240 senior-level courses that culminate their undergraduate education. In this article, the author shares the context and history of the program, its foundational principles and processes, and the nuts-and-bolts details of the…

  13. Research lessons learned: occupational therapy with culturally diverse mothers of premature infants.

    PubMed

    Reid, Denise T; Chiu, Teresa M L

    2011-06-01

    Evaluation studies of the effectiveness of home-based occupational therapy are scarce but are needed to justify the impact of occupational therapy intervention. When the intervention is for persons from diverse cultural backgrounds, additional research challenges arise. To share lessons learned in conducting home-based occupational therapy research with Canadian, and immigrant South Asian and Chinese mothers of premature infants in a large Canadian city. Lessons learned were to implement a culturally sensitive recruitment process, change the research design to include more interviews and focus groups, and be aware of the need for culturally appropriate instruments. Researchers need to be sensitized to the Western cultural values upon which most research designs and instrumentation are constructed. Involvement of a culturally diverse research team, openness to feedback, adaptability, and critical reflection on what is important to the cultural groups are among the suggestions for researchers planning home-based occupational therapy research with culturally diverse populations.

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

    PubMed

    Huggins, Charnicia E

    2017-05-01

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

  15. Climate Literacy Ambassadors

    NASA Astrophysics Data System (ADS)

    Ackerman, S. A.; Mooney, M. E.

    2011-12-01

    The Climate Literacy Ambassadors program is a collaborative effort to advance climate literacy led by the Cooperative Institute of Meteorological Satellite Studies (CIMSS) at the University of Wisconsin-Madison. With support from NASA, CIMSS is coordinating a three-tiered program to train G6-12 teachers to be Ambassadors of Climate Literacy in their schools and communities. The complete training involves participation at a teacher workshop combined with web-based professional development content around Global and Regional Climate Change. The on-line course utilizes e-learning technology to clarify graphs and concepts from the 2007 Intergovernmental Panel on Climate Change Summary for Policy Makers with content intricately linked to the Climate Literacy: The Essential Principles of Climate Science. Educators who take the course for credit can develop lesson plans or opt for a project of their choosing. This session will showcase select lesson plans and projects, ranging from a district-wide action plan that engaged dozens of teachers to Ambassadors volunteering at the Aldo Leopold Climate Change Nature Center to a teacher who tested a GLOBE Student Climate Research Campaign (SCRC) learning project with plans to participate in the SCRC program. Along with sharing successes from the CIMSS Climate Literacy Ambassadors project, we will share lessons learned related to the challenges of sustaining on-line virtual educator communities.

  16. Perspectives of an Interdisciplinaryg Research Team to Engage Practice: Lessons from a Knowledge Exchange Trainee Experience

    PubMed Central

    Urquhart, Robin L.; Johnston, Grace M.; McVorran, Shauna M.; Burge, Fred I.

    2010-01-01

    End-of-life (EOL) care is an area of health services that will ultimately affect us all. To share the knowledge emerging from EOL research and to address inequities in the quality of EOL care in Nova Scotia, a knowledge exchange (KE) trainee was hired to translate research and surveillance into a Surveillance Report. The purpose of this paper is to reflect upon this initiative and share the research team's perspectives on their KE experiences. We describe four key competencies of the KE trainee selected, and discuss lessons learned from this KE trainee experience, to expand our understanding of KE. PMID:21532769

  17. A qualitative content analysis of global health engagements in Peacekeeping and Stability Operations Institute's stability operations lessons learned and information management system.

    PubMed

    Nang, Roberto N; Monahan, Felicia; Diehl, Glendon B; French, Daniel

    2015-04-01

    Many institutions collect reports in databases to make important lessons-learned available to their members. The Uniformed Services University of the Health Sciences collaborated with the Peacekeeping and Stability Operations Institute to conduct a descriptive and qualitative analysis of global health engagements (GHEs) contained in the Stability Operations Lessons Learned and Information Management System (SOLLIMS). This study used a summative qualitative content analysis approach involving six steps: (1) a comprehensive search; (2) two-stage reading and screening process to identify first-hand, health-related records; (3) qualitative and quantitative data analysis using MAXQDA, a software program; (4) a word cloud to illustrate word frequencies and interrelationships; (5) coding of individual themes and validation of the coding scheme; and (6) identification of relationships in the data and overarching lessons-learned. The individual codes with the most number of text segments coded included: planning, personnel, interorganizational coordination, communication/information sharing, and resources/supplies. When compared to the Department of Defense's (DoD's) evolving GHE principles and capabilities, the SOLLIMS coding scheme appeared to align well with the list of GHE capabilities developed by the Department of Defense Global Health Working Group. The results of this study will inform practitioners of global health and encourage additional qualitative analysis of other lessons-learned databases. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

  18. Learning to Share: Life Lessons in Group Dynamics

    ERIC Educational Resources Information Center

    Potash, Betsy

    2016-01-01

    In this article, Betsy Potash shares the frustration she experienced as a student when working on group projects. She struggled with being a good listener and with a tendency to dominate the group projects. Teachers had not taught her how to work well in a group. During her first year as a teacher, Betsy attended a faculty retreat where she…

  19. Freight data architecture business process, logical data model, and physical data model.

    DOT National Transportation Integrated Search

    2014-09-01

    This document summarizes the study teams efforts to establish data-sharing partnerships : and relay the lessons learned. In addition, it provides information on a prototype freight data : architecture and supporting description and specifications ...

  20. Medical Devices Transition to Information Systems: Lessons Learned

    PubMed Central

    Charters, Kathleen G.

    2012-01-01

    Medical devices designed to network can share data with a Clinical Information System (CIS), making that data available within clinician workflow. Some lessons learned by transitioning anesthesia reporting and monitoring devices (ARMDs) on a local area network (LAN) to integration of anesthesia documentation within a CIS include the following categories: access, contracting, deployment, implementation, planning, security, support, training and workflow integration. Areas identified for improvement include: Vendor requirements for access reconciled with the organizations’ security policies and procedures. Include clauses supporting transition from stand-alone devices to information integrated into clinical workflow in the medical device procurement contract. Resolve deployment and implementation barriers that make the process less efficient and more costly. Include effective field communication and creative alternatives in planning. Build training on the baseline knowledge of trainees. Include effective help desk processes and metrics. Have a process for determining where problems originate when systems share information. PMID:24199054

  1. Can E.T. Phone Home? The Brave New World of University Surveillance

    ERIC Educational Resources Information Center

    Nelson, Cary

    2003-01-01

    In this article, the author shares his experience working at the National Institutes of Health (NIH) in Bethesda, Maryland, and the lessons he learned about institutions and about academic researchers. Among the things he learned at the NIH was the attitude that biomedical scientists sometimes harbor toward their research subjects. Research is a…

  2. Responding to Outreach and Training Challenges in Health Information: A Case Study from Africa

    ERIC Educational Resources Information Center

    Chimalizeni, Michael; Chimwaza, Gracian; Chataira, Blessing; Msengezi, Chipo

    2014-01-01

    This article shares the experience and lessons learned by Information Training and Outreach Center for Africa (ITOCA) in rolling out an on-line distance learning course. Key objectives were to explore the efficacy of online courses in increasing skills and awareness of electronic resources access initiatives. This is in the context of responding…

  3. Fusing Organizational Theory, Policy, and Leadership: A Depiction of Policy Learning Activities in a Principal Preparation Program

    ERIC Educational Resources Information Center

    Woulfin, Sarah L.

    2017-01-01

    This pedagogy-practice article portrays three instructional activities that were implemented with aspiring leaders and refined over four rounds of teaching the course in a northeastern state's principal preparation program (PPP). After describing each activity, I share lessons learned regarding the pedagogy of principal preparation. I make the…

  4. Concept-Based Arts Integration: Lessons Learned from an Application in Music and Biology

    ERIC Educational Resources Information Center

    Wolkowicz, Terry

    2017-01-01

    Arts integration has been a mixed blessing, with both the potential for developing deeper understandings amid concerns that it diminishes the integrity and authenticity of learning in the arts. This article describes concept-based arts integration as a model of arts integration where curriculum is designed around shared concepts that connect…

  5. Records of Practice and the Development of Collective Professional Knowledge

    ERIC Educational Resources Information Center

    Ball, Deborah Loewenberg; Ben-Peretz, Miriam; Cohen, Rhonda B.

    2014-01-01

    Although recent years have seen an increase in professional learning communities, use of video and lesson study groups, most teachers still work and learn in isolation. What they know is personal and remains private; little opportunity exists for most teachers to develop shared knowledge or language. The scale of the teaching force, and the rapid…

  6. Changing Spaces, Changing Relationships: The Positive Impact of Learning Out of Doors

    ERIC Educational Resources Information Center

    Scott, Graham; Boyd, Margaret; Colquhoun, Derek

    2013-01-01

    We have used the experiences of teachers and their pupils to explore the impact of participation in a shared outdoor learning experience upon specific aspects of both the teacher/pupil and pupil/pupil relationship. Prior to their taking part in an out of classroom lesson the teachers involved in our project were relatively inexperienced in…

  7. A professional experience learning community for secondary mathematics: developing pre-service teachers' reflective practice

    NASA Astrophysics Data System (ADS)

    Cavanagh, Michael; McMaster, Heather

    2015-12-01

    This paper reports on the reflective practice of a group of nine secondary mathematics pre-service teachers. The pre-service teachers participated in a year-long, school-based professional experience program which focussed on observing, co-teaching and reflecting on a series of problem-solving lessons in two junior secondary school mathematics classrooms. The study used a mixed methods approach to consider the impact of shared pedagogical conversations on pre-service teachers' written reflections. It also examined whether there were differences in the focus of reflections depending on whether the lesson was taught by an experienced mathematics teacher, or taught by a pair of their peers, or co-taught by themselves with a peer. Results suggest that after participants have observed lessons taught by an experienced teacher and reflected collaboratively on those lessons, they continue to reflect on lessons taught by their peers and on their own lessons when co-teaching, rather than just describe or evaluate them. However, their written reflections across all contexts continued to focus primarily on teacher actions and classroom management rather than on student learning.

  8. The effects of teaching a science topic in the Regents Living Environment course in a mini-lesson instructional environment

    NASA Astrophysics Data System (ADS)

    Barrows, Calder James

    This study investigated the effects on high school students' understanding of studying a science topic in the Regents Living Environment course using a Mini-Lesson educational protocol. Mini-Lesson instruction is one of guided instruction, which consists primarily of three sections. First, a brief, focused section in which the teachers explicitly teach the skills and strategies that students need to know in preparation for the second part, the students engagement or workshop activity session. During this time, students work with one another, working independently, in pairs and in groups applying various skills. Students read, discuss ideas, make interpretations, investigate and talk about the focus of the lesson with peers and teacher. A variety of resources are used, including notes, textbooks, teacher handouts, and the teacher providing guidance, monitoring student work and sometimes calling brief call conferences to link ideas and explain student concerns. The third section of Mini-Lesson brings students together as a whole to integrate and share their findings. In the Mini-Lesson instructional process there is a gradual shift of the learning responsibility from the teacher to the students. In this study two sets of clinical interviews were conducted after students' participation in pre-test, and formal instruction about the cell structure and function using the Mini-Lesson instructional protocol, and post-test. Fourteen students enrolled in a regular New York State Regents living environment course and three teachers were interviewed. Three other students participated in the pilot study. The findings from the study showed that students had considerable difficulty with several areas relating to basic biology about the cell structure and function, and did not have an integrated conceptual understanding of the topic. The study revealed that Mini-Lesson instruction appeared to impact student learning and understanding as to how to communicate and share ideas. As a result there were indications of modest improvements on the post-test, improved attendance and class participation. In light of this study, a shift in instruction is called for to meet the needs of the growing diverse populations of students. A balanced and comprehensive approach to assess student progress should be designed and implemented. This should include diagnostic feedback concerning students' readiness levels and related interventions to maximize individual students' progress towards achieving the goals of the Regents Living Environment course. Finally, the study recommends the establishment of a classroom community where shared goals are met by individuals and teams engaged and working together to capitalize on the talents and strengths of every member of the learning community.

  9. Earth Observation Training and Education with ESA LearnEO!

    NASA Astrophysics Data System (ADS)

    Byfield, Valborg; Mathieu, Pierre-Philippe; Dobson, Malcolm; Rosmorduc, Vinca; Del Frate, Fabio; Banks, Chris; Picchiani, Matteo

    2013-04-01

    For society to benefit fully from its investment in Earth observation, EO data must be accessible and familiar to a global community of users who have the skills, knowledge and understanding to use the observations appropriately in their work. Achieving this requires considerable education effort. LearnEO! (www.learn-eo.org) is a new ESA education project that contributes towards making this a reality. LearnEO! has two main aims: to develop new training resources that use data from sensors on ESA satellites to explore a variety of environmental topics, and to stimulate and support members of the EO and education communities who may be willing to develop and share new education resources in the future. The project builds on the UNESCO Bilko project, which currently supplies free software, tutorials, and example data to users in 175 countries. Most of these users are in academic education or research, but the training resources are also of interest to a growing number of professionals in government, NGOs and private enterprise. Typical users are not remote sensing experts, but see satellite data as one of many observational tools. They want an easy, low-cost means to process, display and analyse data from different satellite sensors as part of their work in environmental research, monitoring and policy development. Many of the software improvements and training materials developed in LearnEO! are in response to requests from this user community. The LearnEO! tutorial and peer-reviewed lessons are designed to teach satellite data processing and analysis skills at different levels, from beginner to advanced - where advanced lessons requires some previous experience with Earth observation techniques. The materials are aimed at students and professionals in various branches of Earth sciences who have not yet specialised in specific EO technologies. The lessons are suitable for self-study, university courses at undergraduate to MSc level, or for continued professional development training. Each lesson comes complete with data, analysis tools and background information required to complete the suggested activities and answer the study questions. Model answers are supplied for users working on their own or with limited specialist support. The web site also provides access to annotated data sets and a lesson developers resource library, both designed to support users who wish to develop their own lessons and tutorials and share these with others. Registered users are encouraged to become involved with the project by providing support for future software and lesson development, testing, and peer review.

  10. Establishing a Lessons Learned Program

    DTIC Science & Technology

    2011-06-01

    effectively. In the future, social networking sites similar to Facebook, Twitter, and LinkedIn may provide additional capability to share lessons if they...will know if you mean it or not. Give weekly updates and use the power of social media to communicate to consumers about the progress your company...our Soldiers in Iraq and Afghanistan today. With that said, the intent of this handbook is not to explain how CALL does business . Rather, it takes a

  11. Fair Share or Freeride: Burden Sharing in Post-Cold War NATO

    DTIC Science & Technology

    2015-05-23

    military facilities in Europe. 56 Carl Elk, NATO Common Funds Burdensharing: Background and Current Issues (Washington DC: Congressional Research...Defense Minister Franz Joseph Jung replied, “our contribution is excellent.”114 Germany was clearly proud of its contribution to NATO operations, but...Monsanto, Portugal: NATO Joint Analysis Lessons Learned Centre (JALLC), 2011. Elk, Carl . NATO Common Funds Burdensharing: Background and Current

  12. Developing Built Environment Programs in Local Health Departments: Lessons Learned From a Nationwide Mentoring Program

    PubMed Central

    Rube, Kate; Veatch, Maggie; Huang, Katy; Lent, Megan; Goldstein, Gail P.; Lee, Karen K.

    2014-01-01

    Local health departments (LHDs) have a key role to play in developing built environment policies and programs to encourage physical activity and combat obesity and related chronic diseases. However, information to guide LHDs’ effective engagement in this arena is lacking. During 2011–2012, the New York City Department of Health and Mental Hygiene (DOHMH) facilitated a built environment peer mentoring program for 14 LHDs nationwide. Program objectives included supporting LHDs in their efforts to achieve built environment goals, offering examples from DOHMH’s built environment work to guide LHDs, and building a healthy built environment learning network. We share lessons learned that can guide LHDs in developing successful healthy built environment agendas. PMID:24625166

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

    PubMed

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

    2015-05-01

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

  14. Learning from Action Evaluation of the Use of Multimedia Case Studies in Management Information Systems Courses

    ERIC Educational Resources Information Center

    Kawulich, Barbara B.

    2011-01-01

    This manuscript shares lessons learned from conducting an action evaluation of the use of multimedia case studies in Management Information Systems (MIS) courses. Three undergraduate MIS classes took part in the study. The purpose for using case studies in these classes was to teach students about the role of MIS in business. An action evaluation…

  15. When Form Follows Fantasy: Lessons for Learning Scientists from Modernist Architecture and Urban Planning

    ERIC Educational Resources Information Center

    O'Neill, D. Kevin

    2016-01-01

    Research in the learning sciences is often motivated by the goal of shaping a better future through design. Architects and urban planners share this goal, and the history of their more ambitious designs provides clear examples of how attempts to build the future can turn out. After discussing similarities and differences between design in the…

  16. Learning Cycle Model of a Science Lesson

    NASA Astrophysics Data System (ADS)

    Jim, Jim; Nelson, Jane

    2006-09-01

    Editor's note: One of the goals of AAPT is to provide support and encouragement to those new to teaching physics by sharing ideas that experienced physics teachers have found helpful. I hope you will look to this column throughout the year to find help with lesson planning, ideas for classroom management, and opportunities for professional growth. This month's contributing authors, Jane and Jim Nelson, are award-winning physics teachers with years of experience in the classroom, conducting PTRA workshops, and serving as leaders for local, state, and national AAPT organizations. Their contributions to physics teaching are much too numerous to list here, but their joy in sharing ideas with you is typical of the support you will find from AAPT.

  17. 32 CFR 37.505 - What resources are available to assist me during the pre-award business evaluation?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Office of Naval Research can share lessons learned from administering other TIAs. Program officials can be a source of information when you are determining the reasonableness of proposed funding (e.g., on...

  18. Proceedings of the Federal Transit Administration's Urban Maglev Workshop

    DOT National Transportation Integrated Search

    2005-09-01

    The Federal Transit Administrations (FTA) Urban Maglev Workshop was held at FTA Headquarters in Washington, DC, on September 8-9, 2005. The key workshop goals were to review progress, share lessons learned among the grantees, and discuss future di...

  19. Chapter 9. Benefits of International Collaboration

    EPA Science Inventory

    In this chapter, we share what we have learned from working with our Brazilian colleagues on a multi university, multiyear, and multi basin ecological assessment and how those experiences were transmitted more broadly. These lessons (each of which is described in subsequent parag...

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

    PubMed

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

    2014-11-01

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

  1. Lessons learned in detailed clinical modeling at Intermountain Healthcare

    PubMed Central

    Oniki, Thomas A; Coyle, Joseph F; Parker, Craig G; Huff, Stanley M

    2014-01-01

    Background and objective Intermountain Healthcare has a long history of using coded terminology and detailed clinical models (DCMs) to govern storage of clinical data to facilitate decision support and semantic interoperability. The latest iteration of DCMs at Intermountain is called the clinical element model (CEM). We describe the lessons learned from our CEM efforts with regard to subjective decisions a modeler frequently needs to make in creating a CEM. We present insights and guidelines, but also describe situations in which use cases conflict with the guidelines. We propose strategies that can help reconcile the conflicts. The hope is that these lessons will be helpful to others who are developing and maintaining DCMs in order to promote sharing and interoperability. Methods We have used the Clinical Element Modeling Language (CEML) to author approximately 5000 CEMs. Results Based on our experience, we have formulated guidelines to lead our modelers through the subjective decisions they need to make when authoring models. Reported here are guidelines regarding precoordination/postcoordination, dividing content between the model and the terminology, modeling logical attributes, and creating iso-semantic models. We place our lessons in context, exploring the potential benefits of an implementation layer, an iso-semantic modeling framework, and ontologic technologies. Conclusions We assert that detailed clinical models can advance interoperability and sharing, and that our guidelines, an implementation layer, and an iso-semantic framework will support our progress toward that goal. PMID:24993546

  2. This I have learned from over 40 years of personality research.

    PubMed

    Epstein, S

    1997-03-01

    During the over 40 years in which I have conducted personality research, I have had a number of insights about the research process that I thought would be worth sharing: an awareness of the human side of science; lessons from the person-situation debate; lessons from comparing research on highly ego-involving natural events, such as sport parachuting, with laboratory analogues; the realization of what is wrong with the concept of the Freudian unconscious and what should be done to replace it and awareness of pervasive biases in the journal-reviewing process. Perhaps the one most general lesson I have learned is that the advancement of psychology as a cumulative, integrative science is hampered not so much by its conceptual complexity as by the difficulty of humankind to view itself objectively, with honesty, courage, and a willingness to surrender illusions.

  3. Shared learning in an interconnected world: innovations to advance global health equity

    PubMed Central

    2013-01-01

    The notion of “reverse innovation”--that some insights from low-income countries might offer transferable lessons for wealthier contexts--is increasingly common in the global health and business strategy literature. Yet the perspectives of researchers and policymakers in settings where these innovations are developed have been largely absent from the discussion to date. In this Commentary, we present examples of programmatic, technological, and research-based innovations from Rwanda, and offer reflections on how the global health community might leverage innovative partnerships for shared learning and improved health outcomes in all countries. PMID:24119388

  4. Building Your Undergraduate Physics Career

    NASA Astrophysics Data System (ADS)

    2014-03-01

    In this interactive event for undergraduates, students will learn important lessons about career preparation, including skill building, networking, and developing ``soft skills.'' Our expert panel of working physicists will be on hand to answer questions, offer advice, and share their stories. Light refreshments will be served.

  5. Network-Centric Operations Support: Lessons Learned, Status, and Way-Ahead

    DTIC Science & Technology

    2014-06-01

    34 Information Sharing Environment (ISE) Presentation, Enterprise Architecture Conference, 2011 (http://goveaconference.com/Events/2011/Sessions/ Tuesday ...cgi-bin/GetTRDoc?AD=ADA525312) [35] Morris , Michael, et al. Widget and Mobile Technologies a Forcing Function for Acquisition Change: Paradigm Shift

  6. Recruiting Parents and the Community.

    ERIC Educational Resources Information Center

    Clemens-Brower, Teresa Jo

    1997-01-01

    An Oregon elementary teacher attributes her best teaching year ever to parents' and community members' voluntary participation. They got involved in four ways--communicating through voice mail, sharing expertise in the classroom, helping gather lesson materials, and participating in monthly learning celebrations. These activities supplemented…

  7. ARC-2008-ACD08-0201-006

    NASA Image and Video Library

    2008-09-04

    Safety Day Events 2008 Keynote speaker at the !0th Annual Safety Awareness Week Lt Col Wes Sharp shares his reveting account of an F-18 midair collision, his insight into the root cause, lessons he learned and how to excell under pressure to perform.

  8. Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 1: Modules 1-8.

    ERIC Educational Resources Information Center

    Linder, Toni W.

    Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making…

  9. Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 2: Modules 9-16.

    ERIC Educational Resources Information Center

    Linder, Toni W.

    Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making…

  10. Twenty-Five Years After--Rebuilding the Lifelong Learning System in the Czech and Slovak Republic: Progress, Challenges and Lessons Learnt from a Narrative Research

    ERIC Educational Resources Information Center

    Sprlak, Tomas

    2016-01-01

    The lifelong learning system in the Czech Republic and Slovakia share some common traits: traditional model with the dominant role of the initial education, low participation rates, lack of incentives and fragmentation. The results of the narrative research on 15 low-skilled persons demonstrated that negative attitudes towards education are often…

  11. Research challenges and lessons learned from conducting community-based research with the Hmong community.

    PubMed

    Kue, Jennifer; Thorburn, Sheryl; Keon, Karen Levy

    2015-05-01

    Conducting research with underserved communities with little exposure to research presents a number of challenges and opportunities. Our study used a community-based approach to better understand factors that influence breast and cervical cancer screening among Hmong women. This article shares lessons learned during the process of developing and conducting qualitative research with a Hmong community with limited experience with research. We conducted 17 key informant and 84 in-depth interviews with Hmong women and men. Research team discussions, insights from Hmong research team members, input from our Community Advisory Committee, and project documents were sources of information about the process of conducting research in this community. Lessons learned concern including a cultural insider as an investigator; building community partnerships and support; establishing and working with a community advisory committee; hiring and training bilingual, bicultural staff; and using culturally appropriate materials and methods in a small, kinship-based community. We used multiple strategies to ensure that this study was conducted in a culturally appropriate manner. The lessons learned from our experiences can provide guidance to researchers on methodological and practical issues in conducting research with the Hmong and can inform future research with the Hmong and other similar underserved populations. © 2014 Society for Public Health Education.

  12. Scheduling lessons learned from the Autonomous Power System

    NASA Technical Reports Server (NTRS)

    Ringer, Mark J.

    1992-01-01

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

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

    PubMed

    Davies, Nigel

    2015-07-01

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

  14. Sequencing Strategies for Population and Cancer Epidemiology Studies (SeqSPACE) Webinar Series

    Cancer.gov

    The Sequencing Strategies for Population and Cancer Epidemiology Studies (SeqSPACE) Webinar Series provides an opportunity for our grantees and other interested individuals to share lessons learned and practical information regarding the application of next generation sequencing to cancer epidemiology studies.

  15. Using research data to impact consumer protection legislation: lessons learned from CITY100 dissemination efforts.

    PubMed

    Hoerster, Katherine D; Mayer, Joni A

    2013-09-01

    The Correlates of Indoor Tanning in Youth (CITY100) project evaluated individual, built-environmental, and policy correlates of indoor tanning by adolescents in the 100 most populous US cities. After CITY100's completion, the research team obtained supplemental dissemination funding to strategically share data with stakeholders. The primary CITY100 dissemination message was to encourage state-level banning of indoor tanning among youth. We created a user-friendly website to broadly share the most relevant CITY100 data. Journalists were a primary target audience, as were health organizations that would be well positioned to advocate for legislative change. CITY100 data were used to pass the first US state law to ban indoor tanning among those under 18 (CA, USA), as well as in other legislative advocacy activities. This paper concludes with lessons learned from CITY100 dissemination activities that we hope will encourage more health researchers to proactively address policy implications of their data and to design relevant, effective dissemination strategies.

  16. The Development of Shared Mental Models during Air Battlespace Collective Training using Dispersed Networked Systems

    DTIC Science & Technology

    2009-10-01

    participants. A day in the life of the MTDS CCD facility followed the cycle of PBED. The day began with mass briefings setting the context and overall...debriefings, beginning with a formation level debriefing. The final activity was a mass debriefing in which all participants ran through a...lessons learned and little of tech issues” - EXERCISE NORTHERN GOSHAWK Tornado GR4 • “ Mass debrief was very information with many tactical lessons being

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

    NASA Astrophysics Data System (ADS)

    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 shared by the whole class. Furthermore, we argue that teachers' deliberate action and a more interactive classroom culture are necessary in order to allow students to develop, in addition to heuristic passion, persuasive passion towards their unintended learning.

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

    PubMed

    Minbiole, Kevin P C

    2016-04-01

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

  19. Sharing to Succeed: Lessons from Open Information-sharing Projects in Afghanistan

    DTIC Science & Technology

    2013-07-01

    initiative. rebecca linder Blachly is di- rector of advancement, international Programs, and Studies at the univer- sity of illinois at urbana...learned. July 2013 by Linton Wells II, James Bosworth, John Crowley, and Rebecca Linder Blachly Report Documentation Page Form ApprovedOMB No. 0704-0188...been de - veloping personal relationships early with actors who are www.ndu.edu/inss dh No. 76 5 seen as working in the local community’s best

  20. Command and Control Concepts and Solutions for Major Events Safety and Security: Lessons Learned from the Canadian Experience with Vancouver 2010 and G8/G20 Events

    DTIC Science & Technology

    2011-06-01

    discuss best practices and the prerogatives of major events C2 solutions. In section 6, we present the conclusion. 2 Complexity of the Command and Control...best practices for sharing information, standard operating procedure (SOPs) and response plans have been investigated through formal studies and an...and contributed to the deployment of an information sharing solution on Command Network. This solution was based on Microsoft SharePoint. The team

  1. Working toward equitable opportunities for science students with disabilities: using professional development and technology.

    PubMed

    Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

    2010-01-01

    As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

  2. Industry and Public Sector Cooperation for Information Sharing: Ports of the Puget Sound

    DTIC Science & Technology

    2009-07-01

    describes the effectiveness of key relationships 25. Establish a sustainable funding model (repeatable, 2x yearly) 26. Continue to improve MIST...effectiveness of key relationships 25. Establish a sustainable funding model (repeatable, 2x yearly) Lessons learned about MIST processes In this

  3. Experiences of Redesigning an Elementary Education Program

    ERIC Educational Resources Information Center

    Chang, Sau Hou

    2016-01-01

    This paper aims to share the experiences of redesigning an elementary education program. Steps of redesigning the elementary education program were enumerated. Challenges in the redesign of the elementary education program were discussed. The new elementary education program was described. Lessons learned from the redesign of the elementary…

  4. Handling an Emergency: A Defining Moment.

    ERIC Educational Resources Information Center

    Polansky, Harvey B.; Montague, Richard

    2001-01-01

    Following a fire and a costly PCB cleanup at a Connecticut high school, the administrative staff learned valuable lessons. Districts must have an emergency management plan, provide accurate information, pursue alliances with media and agencies, issue daily press releases, develop a phone chain, and share the spotlight. (MLH)

  5. Learning from Latino Families

    ERIC Educational Resources Information Center

    Auerbach, Susan

    2011-01-01

    As a researcher in parent engagement in school and former parent activist, the author shares three lessons for sparking more authentic partnerships between schools and immigrant families. First, schools need to move away from deficit thinking and validate families' cultures. In the case of Latino immigrant families, this entails understanding…

  6. Blended Course Design for Multi-Campus Technology Instruction: An Expository Study

    ERIC Educational Resources Information Center

    Thrasher, Evelyn; Coleman, Phillip; Willis, Jeffrey

    2014-01-01

    This manuscript shares the results of an experimental blended course design that combines online and synchronous technology instruction across four geographically dispersed computer classrooms using ITV technology. Lessons learned include equipment requirements, both in the main classroom and remote classrooms, taking insufficient bandwidth into…

  7. Fifty Years of Observing Hardware and Human Behavior

    NASA Technical Reports Server (NTRS)

    McMann, Joe

    2011-01-01

    During this half-day workshop, Joe McMann presented the lessons learned during his 50 years of experience in both industry and government, which included all U.S. manned space programs, from Mercury to the ISS. He shared his thoughts about hardware and people and what he has learned from first-hand experience. Included were such topics as design, testing, design changes, development, failures, crew expectations, hardware, requirements, and meetings.

  8. Engaging Citizens In Discussions of Coastal Climate ChangeTwo examples of place-based research that engaged community members will be presented. Lessons learned in how to engage community members and working with high school students and hands-on learning across generations can provide insights into social and ecosystem change will be shared.

    NASA Astrophysics Data System (ADS)

    Kruger, L. E.; Johnson, A. C.

    2017-12-01

    By engaging community members as research partners, people become not just the subject of the story, they become storytellers as well. Participatory community-based research that engages community residents in gathering and sharing their lived experiences is instrumental in connecting people to each other and their forests and forest science and helpful when confronted by change. Two examples of place-based research that engaged community members as researchers will be presented. What factors led to collaborative outcomes that integrated citizen-informed knowledge with scientific knowledge? What lessons were learned in how best to engage community members? How did working with high school students draw even hesitant members of the community to participate? By strengthening bonds between students and their communities, both natural and social environments, we can provide young people with opportunities to better understand how they fit into the greater community and their natural environment. Hands-on learning that explores experiences in nature across generations can benefit communities, especially youth, and can provide insights into social and ecosystem change.

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

    PubMed

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

    2015-01-01

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

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

    NASA Astrophysics Data System (ADS)

    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.

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

    PubMed

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

    2016-08-01

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

  12. Quality in Higher Education: Lessons Learned from the Baldrige Award, Deming Prize, and ISO 9000 Registration.

    ERIC Educational Resources Information Center

    Izadi, Mahyar; And Others

    1996-01-01

    Compares the Baldrige Award, Deming Prize, and ISO 9000 registration in terms of purpose, focus, eligibility, time frame, information sharing, number of recipients, and assessment. Suggests that vocational-technical programs in higher education could be improved using the criteria for these awards. (SK)

  13. Supporting Student Presentations and Participation at Professional Conferences

    ERIC Educational Resources Information Center

    McGuire, Margaret A.; Simpson, Cynthia; Duke, Lindsay Nicole

    2009-01-01

    Mentoring early childhood education students who are preparing to attend and make presentations at a conference can be rewarding for all involved. Often, students present current research they have conducted or share specific expertise in areas such as lesson planning, learning materials, or fund-raising. Successful mentoring, leading to…

  14. Campus Communications in the Age of Crises

    ERIC Educational Resources Information Center

    McGuire, Patricia

    2007-01-01

    Recent catastrophes have brought about numerous critiques and changes to campus communications. In this article, the author shares the lessons she has learned from the crises she experienced during her 18 years of being the president of Trinity (Washington) University. Furthermore, Joan Hinde Stewart, president of Hamilton College, adds her…

  15. Strategies for Encouraging Students to Persist on Challenging Tasks: Some Insights from Work in Classrooms

    ERIC Educational Resources Information Center

    Roche, Anne; Clarke, Doug; Sullivan, Peter; Cheeseman, Jill

    2013-01-01

    This article promotes the use of mathematically appropriate, engaging and challenging tasks to support learning that is worthwhile. The authors share insights from a three-lesson design experiment and the three tasks along with the results from their implementation are explored.

  16. Dreaming, Stealing, Dancing, Showing Off.

    ERIC Educational Resources Information Center

    Lavender, Peter; Taylor, Chris

    2002-01-01

    Lessons learned from British projects to delivery literacy, numeracy, and English as a second language through community agencies included the following: (1) innovation and measured risks are required to attract hard-to-reach adults; (2) good practice needs to be shared; and (3) projects worked best when government funds were managed by community…

  17. Moving toward a Culture of Inquiry

    ERIC Educational Resources Information Center

    Martin, Ralph

    2010-01-01

    In this paper, the author aims to share some of the efforts, successes, challenges and lessons learned over approximately two decades of professional development projects both large and small. In retrospect the author contends that efforts toward change, improvement and advancement were always bumping against culture. So, this address attempts to…

  18. A Case for Data Commons

    PubMed Central

    Grossman, Robert L.; Heath, Allison; Murphy, Mark; Patterson, Maria; Wells, Walt

    2017-01-01

    Data commons collocate data, storage, and computing infrastructure with core services and commonly used tools and applications for managing, analyzing, and sharing data to create an interoperable resource for the research community. An architecture for data commons is described, as well as some lessons learned from operating several large-scale data commons. PMID:29033693

  19. Lessons in Compassion: Literature and Culture at Auburn Correctional Facility.

    ERIC Educational Resources Information Center

    Sorensen, Barbara

    1998-01-01

    Two Native-American graduate students' fieldwork involved teaching cultural heritage to Native-American inmates at Auburn Correctional Facility, New York. Through shared oral stories, readings, viewing Native produced films, and singing, the line between teachers and students became blurred and they became one group, learning oneness with…

  20. 7 CFR 1291.10 - Reporting and oversight requirements.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., identify and share the lessons learned to help expedite problem-solving. (6) Contact Person. List the... period to meet measurable outcomes for each project. (2) Problems and Delays. Note unexpected delays or... include the following: (1) Project Summary. An outline of the issue, problem, interest, or need for each...

  1. Security Code Red or Ready? Leaders Sharing--For Tech Leaders

    ERIC Educational Resources Information Center

    Hall, Don; Kelly, Pat

    2005-01-01

    Increasingly, teachers rely on computer software and networks to both enhance curriculum management and provide engaging learning opportunities in instruction. New software is enabling more frequent formative assessments to better focus day-to-day lessons on the unique needs of individual learners. Administrators use increasingly complex data…

  2. Shared or Integrated: Which Type of Integration is More Effective Improves Students’ Creativity?

    NASA Astrophysics Data System (ADS)

    Mariyam, M.; Kaniawati, I.; Sriyati, S.

    2017-09-01

    Integrated science learning has various types of integration. This study aims to apply shared and integrated type of integration with project based learning (PjBL) model to improve students’ creativity on waste recycling theme. The research method used is a quasi experiment with the matching-only pre test-post test design. The samples of this study are 108 students consisting of 36 students (experiment class 1st), 35 students (experiment class 2nd) and 37 students (control class 3rd) at one of Junior High School in Tanggamus, Lampung. The results show that there is difference of creativity improvement in the class applied by PjBL model with shared type of integration, integrated type of integration and without any integration in waste recycling theme. Class applied by PjBL model with shared type of integration has the higher creativity improvement than the PjBL model with integrated type of integration and without any integration. Integrated science learning using shared type only combines 2 lessons, hence an intact concept is resulted. So, PjBL model with shared type of integration more effective improves students’ creativity than integrated type.

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

    PubMed

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

    2017-01-01

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

  4. Primary Care and Public Health Activities in Select US Health Centers: Documenting Successes, Barriers, and Lessons Learned

    PubMed Central

    Shi, Leiyu; Chowdhury, Joya; Sripipatana, Alek; Zhu, Jinsheng; Sharma, Ravi; Hayashi, A. Seiji; Daly, Charles A.; Tomoyasu, Naomi; Nair, Suma; Ngo-Metzger, Quyen

    2012-01-01

    Objectives. We examined primary care and public health activities among federally funded health centers, to better understand their successes, the barriers encountered, and the lessons learned. Methods. We used qualitative and quantitative methods to collect data from 9 health centers, stratified by administrative division, urban–rural location, and race/ethnicity of patients served. Descriptive data on patient and institutional characteristics came from the Uniform Data System, which collects data from all health centers annually. We administered questionnaires and conducted phone interviews with key informants. Results. Health centers performed well on primary care coordination and community orientation scales and reported conducting many essential public health activities. We identified specific needs for integrating primary care and public health: (1) more funding for collaborations and for addressing the social determinants of health, (2) strong leadership to champion collaborations, (3) trust building among partners, with shared missions and clear expectations of responsibilities, and (4) alignment and standardization of data collection, analysis, and exchange. Conclusions. Lessons learned from health centers should inform strategies to better integrate public health with primary care. PMID:22690975

  5. Practical issues and lessons learned from multi-regional clinical trials via case examples: a Japanese perspective.

    PubMed

    Ando, Yuki; Hamasaki, Toshimitsu

    2010-01-01

    The multi-regional clinical trials (MRCTs) being administered in different regions of the world now play a major role in providing evidence for the efficacy and safety of new drugs amidst the simultaneous global development and worldwide registration of such drugs, in support of the expeditious availability of medical products to patients. However, such trials present considerable challenges as far as quality, design, implementation, analysis, and interpretation are concerned. In this article, we share our observations and lessons learned from the design, implementation, analysis, and interpretation of some MRCTs with case examples. Current Japanese regulatory guidance on MRCTs is introduced along with some suggestions for design, implementation, and interpretation. Copyright © 2010 John Wiley & Sons, Ltd.

  6. Perspectives on leadership: moving out of the corner of our room.

    PubMed

    Ferguson-Paré, Mary

    2011-10-01

    Perspectives on leadership developed through a career as a nurse leader are shared, including the author's guiding vision, a valuing of nursing as knowledge work, how to create a learning organization that supports professional practice, and other lessons learned through experience. Readers are urged to find the leadership voice within, be courageous, engage surrounding opportunities, and be guided by their vision of what nursing should be in the future.

  7. Crew resource management: applications in healthcare organizations.

    PubMed

    Oriol, Mary David

    2006-09-01

    Healthcare organizations continue their struggle to establish a culture of open communication and collaboration. Lessons are learned from the aviation industry, which long ago acknowledged that most errors were the result of poor communication and coordination rather than individual mistakes. The author presents a review of how some healthcare organizations have successfully adopted aviation's curriculum called Crew Resource Management, which promotes and reinforces the conscious, learned team behaviors of cooperation, coordination, and sharing.

  8. Unstructured-grid methods development: Lessons le arned

    NASA Technical Reports Server (NTRS)

    Batina, John T.

    1991-01-01

    The development is summarized of unstructured grid methods for the solution of the equations of fluid flow and some of the lessons learned are shared. The 3-D Euler equations are solved, including spatial discretizations, temporal discretizations, and boundary conditions. An example calculation with an upwind implicit method using a CFL (Courant Friedricks Lewy) number of infinity is presented for the Boeing 747 aircraft. The results obtained in less than one hour of CPU time on a Cray-2 computer, thus demonstrating the speed and robustness of the present capability.

  9. Supporting Shared Resource Usage for a Diverse User Community: the OSG Experience and Lessons Learned

    NASA Astrophysics Data System (ADS)

    Garzoglio, Gabriele; Levshina, Tanya; Rynge, Mats; Sehgal, Chander; Slyz, Marko

    2012-12-01

    The Open Science Grid (OSG) supports a diverse community of new and existing users in adopting and making effective use of the Distributed High Throughput Computing (DHTC) model. The LHC user community has deep local support within the experiments. For other smaller communities and individual users the OSG provides consulting and technical services through the User Support area. We describe these sometimes successful and sometimes not so successful experiences and analyze lessons learned that are helping us improve our services. The services offered include forums to enable shared learning and mutual support, tutorials and documentation for new technology, and troubleshooting of problematic or systemic failure modes. For new communities and users, we bootstrap their use of the distributed high throughput computing technologies and resources available on the OSG by following a phased approach. We first adapt the application and run a small production campaign on a subset of “friendly” sites. Only then do we move the user to run full production campaigns across the many remote sites on the OSG, adding to the community resources up to hundreds of thousands of CPU hours per day. This scaling up generates new challenges - like no determinism in the time to job completion, and diverse errors due to the heterogeneity of the configurations and environments - so some attention is needed to get good results. We cover recent experiences with image simulation for the Large Synoptic Survey Telescope (LSST), small-file large volume data movement for the Dark Energy Survey (DES), civil engineering simulation with the Network for Earthquake Engineering Simulation (NEES), and accelerator modeling with the Electron Ion Collider group at BNL. We will categorize and analyze the use cases and describe how our processes are evolving based on lessons learned.

  10. The Power of Story: Dressing Up the Naked Truth

    NASA Technical Reports Server (NTRS)

    Simmons, Annette

    2004-01-01

    ASK Magazine is not alone when it comes to using storytelling to capture lessons learned and share knowledge. Several other practitioners have successfully introduced this approach to knowledge management within organizations. This article by Annette Simmons marks the first in a series ty authors whose work on storytelling has been widely recognized. We hope these features illuminate why ASK contributors use the story form to share their knowledge, and how you can do the same. Annette Simmons spoke at the February 2002 APPL Masters Forum.

  11. Success by Failure

    ERIC Educational Resources Information Center

    Andrews, Benjamin D.

    2017-01-01

    By taking the step to talk openly about his failure, the author stumbled upon one of several important lessons that he learned from this experience. The author recognized that he did not have to pretend anymore. In this article, the author shares his story of developing a "growth mindset" to overcome his own failure and support his…

  12. National dissemination of StrongWomen – Healthy Hearts: A community-based program to reduce risk of cardiovascular disease among midlife and older women

    USDA-ARS?s Scientific Manuscript database

    Objective: We describe the national dissemination of an evidence-based community cardiovascular disease prevention program for midlife and older women using the RE-AIM (reach effectiveness adoption implementation maintenance) framework and share key lessons learned during translation. Methods: In a ...

  13. Impacts of Teacher Testing: State Educational Governance through Standard-Setting.

    ERIC Educational Resources Information Center

    Wise, Arthur E.; And Others

    Focusing on the experiences of five southern states using teacher testing policies, this survey provides evidence of shared experiences and lessons learned despite the existence of five different sets of certification requirements. The first section of the report concentrates on the national context for the movement toward teacher testing.…

  14. Big Ideas at a Very Small Scale

    ERIC Educational Resources Information Center

    Khourey-Bowers, Claudia

    2009-01-01

    The purpose of this article is to share a learning-cycle sequence of lessons designed to convey the particulate nature of matter through use of physical models and analogical thinking. This activity was adapted from Conceptual Chemistry, a long-running professional development program for teachers of grades 4-9. Conceptual Chemistry's approach is…

  15. Mission Possible: Measuring Critical Thinking and Problem Solving

    ERIC Educational Resources Information Center

    Wren, Doug; Cashwell, Amy

    2018-01-01

    The author describes how Virginia Beach City Public Schools developed a performance assessment that they administer to all 4th graders, 7th graders, and high school students in the district. He describes lessons learned about creating good performance tasks and developing a successful scoring process, as well as sharing tools connected to this…

  16. Aspiring to Level 5 Leadership

    ERIC Educational Resources Information Center

    DeMary, Jo Lynne S.

    2005-01-01

    The author shares the lessons she learned from the book, Good to Great. Author Jim Collins and his team of researchers had spent five years studying the characteristics of companies that had gone from good to great and compared these companies with organizations that had yet to make the leap. The concepts and strategies they developed were based…

  17. Leading Education Innovations in Rural Schools: Reflections from i3 Grantees

    ERIC Educational Resources Information Center

    Fox, Tom; Friedrich, Linda; Harmon, Hobart; McKithen, Clarissa; Phillips, Andie; Savell, Susan; Schaefer, Victoria; Silva, Mihiri

    2017-01-01

    The Investing in Innovation (i3) Improving Rural Achievement Community, a professional learning community of grantees under the US Department of Education's i3 program, created this document to share knowledge and experiences related to working in rural districts across the United States. Grounded in field-based experiences and lessons, it serves…

  18. Maps & Apps: Mobile Media Marketing Education for Food and Farm Entrepreneurs

    ERIC Educational Resources Information Center

    Fox, Julie; Leeds, Rob; Barrett, Eric

    2014-01-01

    With an increasing number of consumers using smartphones, tablets, and other mobile devices to find and interact with local businesses, Ohio State University Extension developed a new curriculum aimed at improving market access for food and farm entrepreneurs. The literature review, curriculum framework, and lessons learned shared in this article…

  19. Leadership Lessons: Helping Students Develop Essential Leadership and Communication Competencies through Social Media

    ERIC Educational Resources Information Center

    Remund, David L.

    2015-01-01

    Instructors often use social media as an extra platform for sharing information and therefore extend the classroom beyond classroom walls. However, when more thoughtfully integrated in pedagogy and tied to specific desired learning outcomes, social media may help accomplish more: strong engagement and self-reported comprehension, aided by the…

  20. The Gender Equity Expert Panel: A Dissemination Model.

    ERIC Educational Resources Information Center

    Fox, Lynn; Ortman, Patricia

    2000-01-01

    Describes the purposes and evolution of the Gender Equity Expert Panel, a federally sponsored effort to recognize interventions, products, and practices promoting gender equity. Explains key aspects of the Panel, shares lessons learned, and explores the Panel's potential value for furthering the cause of gender equity in education and as a model…

  1. TENOR Follow-on

    DTIC Science & Technology

    2002-04-01

    Training environments; Distance learning; Information sharing; System architecture; 16. SECURITY CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT Public... security , and the team members generally originate from different geographical locations and different units with varied operational mission and...Use of a server provides security and flexibility in the development and updating of training material. The lessons are created in HTML, a widely

  2. Deadly Lessons: School Shooters Tell Why. Sun-Times Exclusive Report.

    ERIC Educational Resources Information Center

    Chicago Sun-Times, IL.

    This document represents a compilation of newspaper articles analyzing information shared by the Secret Service concerning 37 school shootings. The findings are presented to educate parents and teachers concerning what has been learned about violent students. It was determined that there is no profile of a typical youth who kills. The shooter is…

  3. Art and Transformation: Embodied Action in a First-Grade Art Class

    ERIC Educational Resources Information Center

    Hartjen, Lisa F.

    2012-01-01

    In this article, the author shares her kinesthetic-based art classroom unit. The kinesthetic-based art unit was originally designed to address disparities in learning styles present in her art classroom. In particular, students who were generally disruptive during teacher-centered art instruction often focused easily during lessons infused with…

  4. LMS Lessons

    ERIC Educational Resources Information Center

    Freifeld, Lorri

    2010-01-01

    With technology changing every second of every day, it is no surprise a learning management system (LMS) quickly can become outdated. But it is no easy task to re-engineer a current LMS or find exactly the right new one to purchase. In this article, three 2010 Top Young Trainers share their experiences with implementing or re-engineering an…

  5. One for All: Maintaining a Single Schedule Database for Large Development Projects

    NASA Technical Reports Server (NTRS)

    Hilscher, R.; Howerton, G.

    1999-01-01

    Efficiently maintaining and controlling a single schedule database in an Integrated Product Team environment is a significant challenge. It's accomplished effectively with the right combination of tools, skills, strategy, creativity, and teamwork. We'll share our lessons learned maintaining a 20,000 plus task network on a 36 month project.

  6. Commercial versus Internally Developed Standardized Tests: Lessons from a Small Regional School

    ERIC Educational Resources Information Center

    Hadjicharalambous, Costas

    2014-01-01

    The author compares the efficacy of commercially available and internally developed standardized tests and evaluates their strengths and weakness in assessing student learning outcomes. The author shares the experience of a regional school in developing a standardized test to assess business knowledge. Data from a sample of 268 students were used…

  7. Scalability Issues for Remote Sensing Infrastructure: A Case Study.

    PubMed

    Liu, Yang; Picard, Sean; Williamson, Carey

    2017-04-29

    For the past decade, a team of University of Calgary researchers has operated a large "sensor Web" to collect, analyze, and share scientific data from remote measurement instruments across northern Canada. This sensor Web receives real-time data streams from over a thousand Internet-connected sensors, with a particular emphasis on environmental data (e.g., space weather, auroral phenomena, atmospheric imaging). Through research collaborations, we had the opportunity to evaluate the performance and scalability of their remote sensing infrastructure. This article reports the lessons learned from our study, which considered both data collection and data dissemination aspects of their system. On the data collection front, we used benchmarking techniques to identify and fix a performance bottleneck in the system's memory management for TCP data streams, while also improving system efficiency on multi-core architectures. On the data dissemination front, we used passive and active network traffic measurements to identify and reduce excessive network traffic from the Web robots and JavaScript techniques used for data sharing. While our results are from one specific sensor Web system, the lessons learned may apply to other scientific Web sites with remote sensing infrastructure.

  8. Laboratory biological safety cabinet (BSC) explosion

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Al-Dahhan, Wedad H.; Al-Zuhairi, Ali Jasim; Hussein, Falah H.

    Scientists at universities across Iraq are actively working to report actual incidents and accidents occurring in their laboratories in order to raise awareness and encourage openness, leading to widespread adoption of robust Chemical Safety and Security (CSS) practices. This manuscript is the first in a series of five case studies describing laboratory incidents and accidents in Iraqi university laboratories in order to share lessons learned and minimize the possibility of similar incidents in the future. In this study, we describe a serious event that resulted in a postgraduate student sustaining serious injuries when the biological safety cabinet (BSC) she wasmore » using exploded. Of particular note, the paper highlights how a combination of failures and deficiencies at many levels within an organization and its technical community (rather than a single piece of faulty equipment or the careless behavior of one person) can lead to a dangerous, potentially life-threatening incident. By openly sharing what happened along with the lessons learned from the accident, we hope to minimize the possibility of another researcher being injured in a similar incident in the future.« less

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

    PubMed

    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.

  10. Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

    PubMed Central

    Slavich, George M.; Zimbardo, Philip G.

    2012-01-01

    Approaches to classroom instruction have evolved considerably over the past 50 years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Teachers assume the traditional role of facilitating students’ acquisition of key course concepts, but do so while enhancing students’ personal development and attitudes toward learning. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. We propose that these methods are synergistically related and, when used together, maximize students’ potential for intellectual and personal growth. PMID:23162369

  11. PERFORMANCE ASSESSMENT ASSISTANCE ACTIVITIES IN THE DOE COMPLEX

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Seitz, R.

    2012-01-23

    The United States Department of Energy Office of Environmental Management (DOE-EM) has established a Performance Assessment Community of Practice (PA CoP) to foster the sharing of information among performance assessment (PA) and risk assessment practitioners, regulators and oversight personnel. The general intent is to contribute to continuous improvement in the consistency, technical adequacy and quality of implementation of PAs and risk assessments around the DOE Complex. The PA CoP activities have involved commercial disposal facilities and international participants to provide a global perspective. The PA CoP has also sponsored annual technical exchanges as a means to foster improved communication andmore » to share lessons learned from on-going modelling activities. The PA CoP encourages activities to provide programmatic and technical assistance in the form of sharing experience and lessons learned with practitioners during the development of PAs and risk assessments. This assistance complements DOE-EM reviews through the Low-Level Waste Disposal Facility Federal Review Group (LFRG) that are conducted after modelling efforts are completed. Such up-front assistance is providing additional value in terms of improving consistency and sharing of information. There has been a substantial increase in the amount of assistance being provided. The assistance has been well received by practitioners and regulators that have been involved. The paper highlights assistance and sharing of information that has been conducted in the last two years to support activities underway in support of proposed disposal facilities at Paducah, Portsmouth, and the Idaho National Laboratory and tank closure at Hanford.« less

  12. JR Live: Lessons Learned from Ship-to-Shore Interactions with the JOIDES Resolution

    NASA Astrophysics Data System (ADS)

    Cooper, S. K.

    2016-02-01

    Live ship-to-shore events have been conducted regularly from the International Ocean Discovery Program (IODP) research vessel JOIDES Resolution since 2009. These 45-minute events have reached thousands of students, educators and members of the general public with the JR's cutting edge science and technology and the excitement of discovery, science process and careers. Conducted by trained on-board Education/Outreach Officers on board the JR's two-month expeditions, the programs vary over time and have evolved with available technology. Each event incorporates collaboration between the Education Officer, scientists who are a part of the expedition science party, and requests from shore-side audiences. These collaborations have been successful in igniting interest among students and educators, providing scientists with outreach experiences and in meeting education standards and goals. Over the past six years, many lessons have been learned about procedures, technology, content, follow-up and impact. This session will share some of these lessons, identify opportunities for collaboration and engagement, and explore growth opportunities and directions.

  13. Creating a Transdisciplinary Research Center to Reduce Cardiovascular Health Disparities in Baltimore, Maryland: Lessons Learned

    PubMed Central

    Boulware, L. Ebony; Miller, Edgar R.; Golden, Sherita Hill; Carson, Kathryn A.; Noronha, Gary; Huizinga, Mary Margaret; Roter, Debra L.; Yeh, Hsin-Chieh; Bone, Lee R.; Levine, David M.; Hill-Briggs, Felicia; Charleston, Jeanne; Kim, Miyong; Wang, Nae-Yuh; Aboumatar, Hanan; Halbert, Jennifer P.; Ephraim, Patti L.; Brancati, Frederick L.

    2013-01-01

    Cardiovascular disease (CVD) disparities continue to have a negative impact on African Americans in the United States, largely because of uncontrolled hypertension. Despite the availability of evidence-based interventions, their use has not been translated into clinical and public health practice. The Johns Hopkins Center to Eliminate Cardiovascular Health Disparities is a new transdisciplinary research program with a stated goal to lower the impact of CVD disparities on vulnerable populations in Baltimore, Maryland. By targeting multiple levels of influence on the core problem of disparities in Baltimore, the center leverages academic, community, and national partnerships and a novel structure to support 3 research studies and to train the next generation of CVD researchers. We also share the early lessons learned in the center’s design. PMID:24028238

  14. Exploiting Expertise and Knowledge Sharing Online for the Benefit of NASA's GN&C Community of Practice

    NASA Technical Reports Server (NTRS)

    Topousis, Daria E.; Lebsock, Kenneth L.; Dennehy, Cornelius J.

    2010-01-01

    In 2004, NASA faced major knowledge sharing challenges due to geographically isolated field centers that inhibited engineers from sharing their experiences, expertise, ideas, and lessons learned. The necessity to collaborate on complex development projects and the reality of constrained project resources together drove the need for ensuring that personnel at all NASA centers had comparable skill sets and that engineers could find resources in a timely fashion. Mission failures and new directions for the Agency also demanded better collaborative tools for NASA's engineering workforce. In response to these needs, the online NASA Engineering Network (NEN) was formed by the NASA Office of the Chief Engineer to provide a multi-faceted system for overcoming geographic and cultural barriers. NEN integrates communities of practice with a cross-repository search and the Lessons Learned Information System. This paper describes the features of the GN&C engineering discipline CoP site which went live on NEN in May of 2008 as an online means of gathering input and guidance from practitioners. It allows GN&C discipline expertise captured at one field center to be shared in a collaborative way with the larger discipline CoP spread across the entire Agency. The site enables GN&C engineers to find the information they need quickly, to find solutions to questions from experienced engineers, and to connect with other practitioners regardless of geographic location, thus increasing the probability of project success.

  15. Five years of lesson modification to implement non-traditional learning sessions in a traditional-delivery curriculum: A retrospective assessment using applied implementation variables.

    PubMed

    Gleason, Shaun E; McNair, Bryan; Kiser, Tyree H; Franson, Kari L

    Non-traditional learning (NTL), including aspects of self-directed learning (SDL), may address self-awareness development needs. Many factors can impact successful implementation of NTL. To share our multi-year experience with modifications that aim to improve NTL sessions in a traditional curriculum. To improve understanding of applied implementation variables (some of which were based on successful SDL implementation components) that impact NTL. We delivered a single lesson in a traditional-delivery curriculum once annually for five years, varying delivery annually in response to student learning and reaction-to-learning results. At year 5, we compared student learning and reaction-to-learning to applied implementation factors using logistic regression. Higher instructor involvement and overall NTL levels predicted correct exam responses (p=0.0007 and p<0.0001, respectively). Exam responses were statistically equivalent between the most traditional and highest overall NTL deliveries. Students rated instructor presentation skills and teaching methods higher when greater instructor involvement (p<0.0001, both) and lower overall NTL levels (P<0.0001, both) were used. Students perceived that teaching methods were most effective when lower student involvement and higher technology levels (p<0.0001, both) were used. When implementing NTL sessions as a single lesson in a traditional-delivery curriculum, instructor involvement appears essential, while the impact of student involvement and educational technology levels varies. Copyright © 2017 Elsevier Inc. All rights reserved.

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

    PubMed

    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.

  17. Lessons Learned from Implementing an Intercultural Communication Training Program for Pre-Departure Expatriates

    ERIC Educational Resources Information Center

    Velten, Justin C.

    2015-01-01

    Expatriate preparation is an ever growing area of interest in a globalized economy sharing a globalized workforce. For decades, scholars have sought methods for best preparing expatriates for host culture experiences. Research has revealed an array of factors leading to intercultural readiness success which has led to the creation of various…

  18. Partnership between the US and Iraqi Air Forces: One Airman’s Perspective

    DTIC Science & Technology

    2012-01-01

    Prime Minster Nouri al-Maliki in 2008, virtually all US military members should have left Iraqi soil, as the United States makes good on its pledge...received information on the health of the T-6 fleet but also had opportunities to share lessons learned and take part in some of the processes involving

  19. Taking Over a Broken Program

    ERIC Educational Resources Information Center

    Grabowski, Carl

    2008-01-01

    Taking over a broken program can be one of the hardest tasks to take on. However, working towards a vision and a common goal--and eventually getting there--makes it all worth it in the end. In this article, the author shares the lessons she learned as the new director for the Bright Horizons Center in Ashburn, Virginia. She suggests that new…

  20. Achieving Equitable Access to Strong Teachers: A Guide for District Leaders

    ERIC Educational Resources Information Center

    Bromberg, Marni

    2016-01-01

    The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide…

  1. Optimization education after project implementation: sharing "lessons learned" with staff.

    PubMed

    Vaughn, Susan

    2011-01-01

    Implementations involving healthcare technology solutions focus on providing end-user education prior to the application going "live" in the organization. Benefits to postimplementation education for staff should be included when planning these projects. This author describes the traditional training provided during the implementation of a bar-coding medication project and then the optimization training 8 weeks later.

  2. Understanding the challenges of municipal tree planting

    Treesearch

    E.G. McPherson; R. Young

    2010-01-01

    Nine of the twelve largest cities in the U.S. have mayoral tree planting initiatives (TPIs), with pledges to plant nearly 20 million trees. Although executive-level support for trees has never been this widespread, many wonder if this support will endure as administrations change and budgets tighten. In an effort to share lessons learned from successes and setbacks, a...

  3. Boosting Engagement and Growth with Formative Assessment: Leaders Share Their Lessons

    ERIC Educational Resources Information Center

    Northwest Evaluation Association, 2016

    2016-01-01

    Our featured leaders saw big gains when their teachers began using formative assessment practice to guide student growth minute-by-minute. Read the fourth article in our five-part series for the scoop on how committing to this high-impact instructional practice paid off for a regional agency, district, and school. Learn: (1) why our featured…

  4. Bridging the Gap between Second Language Researchers and Teachers: Lessons Learned

    ERIC Educational Resources Information Center

    Mady, Callie

    2012-01-01

    With a view to bridging the gap between elementary (primary) and secondary school second language teachers and researchers, the study reported in this paper identified differences in language register, educators' lack of access to research articles and lack of shared space for researchers and educators to communicate as causes of the gap. There is…

  5. It's a Wonderful Life

    ERIC Educational Resources Information Center

    Norwood, John M.

    2014-01-01

    The author shares his perspectives of teaching law for over forty years. In this article, he recalls his experiences with students, colleagues, and exams. Early in his career, he learned an important life lesson that he remembers nearly every day: if you love your job, it is not really work. He feels this is the most important perspective that he…

  6. Promising Practices in Young Adult Employment: Lessons Learned from EMT Career Pathway Programs

    ERIC Educational Resources Information Center

    Leung, Loh-Sze

    2015-01-01

    The National Fund for Workforce Solution's Young Adult Initiatives aim to test and implement new strategies for targeting America's young adults and share this information so that employers and workforce development can join forces in investing in the millions of young adults across the nation. This case study will focus on challenges and…

  7. Teachers' Thoughts on Student Decision Making during Engineering Design Lessons

    ERIC Educational Resources Information Center

    Meyer, Helen

    2018-01-01

    In this paper, I share the results of a study of teachers' ideas about student decision-making at entry into a professional development program to integrate engineering into their instruction. The framework for the Engineering Design Process (EDP) was based on a Challenge-Based Learning (CBL) model. The EDP embedded within the CBL model suggests…

  8. Life as a Captive of the Job Market

    ERIC Educational Resources Information Center

    Williams, Eunice

    2013-01-01

    The academic job market is an exercise in captivity, and the author thinks that she is still its prisoner. A Ph.D. in history, the author is learning the rules of the game, and finding that search committees could do with a few lessons, too. In this article, the author shares how she found a way out.

  9. Promising Practices in Young Adult Employment: Lessons Learned from Manufacturing and Automotive Career Pathway Programs

    ERIC Educational Resources Information Center

    Wagner, Stacey

    2015-01-01

    The National Fund's Young Adult Initiatives aim to test and implement new strategies for targeting America's young adults and share this information so that employers and workforce development can join forces in investing in the millions of young adults across the nation. This case study focuses on promising findings from automotive and…

  10. Universities Reaching Outwards: Science Education Partnerships with Urban School Systems

    NASA Astrophysics Data System (ADS)

    Sandifer, Cody

    2013-03-01

    The goals of this talk are to: (1) describe how universities, physics departments, and individual faculty can partner with urban school systems to benefit K-16 students, teacher education programs, and university instructors, (2) summarize research on effective university-school system education partnerships, and (3) offer advice and share lessons learned so that university partners can avoid common pitfalls and maximize the potential for collaborative success. Possible areas of university-school collaboration include resident teachers, curricular review, early teaching experiences, demo sharing sessions, ongoing professional development, on- and off-campus science outreach, RET programs, science education resource centers, and others. University-school educational partnerships offer numerous benefits but can be challenging to implement and maintain. Research shows that most successful partnerships possess the following characteristics: mutual self-interest, participant commitment, mutual trust and respect, shared decision-making, information sharing, and ongoing evaluation. K-16 course and curriculum redesign is a specific issue that has its own unique set of contextual factors that impact the project's chance at success, including available materials, administrative support, formative assessments, pilot-testing and instructor feedback, and ongoing professional development. I have learned a number of lessons in own science education collaborations with the Baltimore City Public School System, which is an urban school system with 200 schools, 84,000 students, and 10,700 teachers and administrators. These lessons pertain to: communication, administrative power, and the structure of the school system; relevant contextual factors in the university and K-12 schools; and good old-fashioned common sense.Specific advice on K-16 science education partnerships will be provided to help universities increase student and instructor satisfaction with their physics and teacher education programs, maintain a positive and mutually beneficial relationship with local schools, and improve science education at all levels of instruction. Common sense is encouraged, but not required, to attend the invited talk.

  11. Challenges and lessons learned in implementing a community-academic partnership for drug prevention in a Native Hawaiian community

    PubMed Central

    Davis, Kanoelani; Haumana

    2017-01-01

    Objective The broad purpose of this project is to improve health in Native Hawaiian communities through the prevention of substance use. Our community-academic partnership (CAP) team developed an intervention called Puni Ke Ola for this purpose. This paper provides a brief overview of the intervention, then describes challenges and lessons learned in piloting Puni Ke Ola. Methods A single module of the Puni Ke Ola intervention was implemented, after which the intervention leaders (N=3) convened for a debriefing meeting. The information shared was content analyzed to identify challenges in implementation. Results Five challenges were identified: 1) timeline and schedule, 2) participant recruitment and sample size, 3) place-based intervention intensity and transportation, 4) communication, and 5) staff time and funding. Conclusion Challenges were reframed as lessons learned and organized under the overarching theme of Kapu Aloha. Kapu Aloha refers to the idea that practicing aloha (love and compassion) is sacred and extends to all of our interactions. By honoring this value, our CAP team managed a number of challenges throughout the implementation process, which also has implications for future implementation. PMID:28622407

  12. Lcross Lunar Impactor - Lessons Learned from a Small Satellite Mission

    NASA Technical Reports Server (NTRS)

    Andrews, Daniel

    2010-01-01

    The Lunar CRater Observation and Sensing Satellite (LCROSS) launched with the Lunar Reconnaissance Orbiter (LRO) on June 18, 2009. While the science purpose of the LCROSS mission was to determine the presence of water-ice in a permanently-shadowed crater on the moon, the functional purpose was to be a pioneer for future low-cost, risk-tolerant small satellite NASA missions. Recent strategic changes at the Agency level have only furthered the importance of small satellite missions. NASA Ames Research Center and its industry partner, Northrop-Grumman, initiated this spacecraft project two-years after its co-manifest mission had started, with less than one-fifth the budget. With a $79M total cost cap (including operations and reserves) and 31-months until launch, LCROSS needed a game-changing approach to be successful. At the LCROSS Confirmation Review, the ESMD Associate Administrator asked the Project team to keep a close record of lessons learned through the course of the mission and share their findings with the Agency at the end of the mission. This paper summarizes the Project, the mission, its risk position, and some of the more notable lessons learned.

  13. LCROSS Lunar Impactor - Lessons Learned from a Small Satellite Mission

    NASA Technical Reports Server (NTRS)

    Andrews, Daniel R.

    2010-01-01

    The Lunar CRater Observation and Sensing Satellite (LCROSS) launched with the Lunar Reconnaissance Orbiter (LRO) on June 18, 2009. While the science function of the LCROSS mission was to determine the presence of water-ice in a permanently-shadowed crater on the moon, the operational purpose was to be a pioneer for future low-cost, risk-tolerant small satellite NASA missions. Recent strategic changes at the Agency level have only furthered the importance of small satellite missions. NASA Ames Research Center and its industry partner, Northrop-Grumman, initiated this spacecraft project two-years after its co-manifest mission had started, with less than one-fifth the budget. With a $79M total cost cap (including operations and reserves) and 31-months until launch, LCROSS needed a game-changing approach to be successful. At the LCROSS Confirmation Review, the ESMD Associate Administrator asked the Project team to keep a close record of lessons learned through the course of the mission and share their findings with the Agency at the end of the mission. This paper summarizes the Project, the mission, its risk position, and some of the more notable lessons learned.

  14. Predict-share-observe-explain learning activity for the Torricelli's tank experiment

    NASA Astrophysics Data System (ADS)

    Panich, Charunya; Puttharugsa, Chokchai; Khemmani, Supitch

    2018-01-01

    The purpose of this research was to study the students' scientific concept and achievement on fluid mechanics before and after the predict-share-observe-explain (PSOE) learning activity for the Torricelli's tank experiment. The 24 participants, who were selected by purposive sampling, were students at grade 12 at Nannakorn School, Nan province. A one group pre-test/post-test design was employed in the study. The research instruments were 1) the lesson plans using the PSOE learning activity and 2) two-tier multiple choice question and subjective tests. The results indicated that students had better scientific concept about Torricelli's tank experiment and the post-test mean score was significantly higher than the pre-test mean score at a 0.05 level of significance. Moreover, the students had retention of knowledge after the PSOE learning activity for 4 weeks at a 0.05 level of significance. The study showed that the PSOE learning activity is suitable for developing students' scientific concept and achievement.

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

    NASA Astrophysics Data System (ADS)

    Halstead, Melissa A.

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

  16. Additive Manufacturing Design Considerations for Liquid Engine Components

    NASA Technical Reports Server (NTRS)

    Whitten, Dave; Hissam, Andy; Baker, Kevin; Rice, Darron

    2014-01-01

    The Marshall Space Flight Center's Propulsion Systems Department has gained significant experience in the last year designing, building, and testing liquid engine components using additive manufacturing. The department has developed valve, duct, turbo-machinery, and combustion device components using this technology. Many valuable lessons were learned during this process. These lessons will be the focus of this presentation. We will present criteria for selecting part candidates for additive manufacturing. Some part characteristics are 'tailor made' for this process. Selecting the right parts for the process is the first step to maximizing productivity gains. We will also present specific lessons we learned about feature geometry that can and cannot be produced using additive manufacturing machines. Most liquid engine components were made using a two-step process. The base part was made using additive manufacturing and then traditional machining processes were used to produce the final part. The presentation will describe design accommodations needed to make the base part and lessons we learned about which features could be built directly and which require the final machine process. Tolerance capabilities, surface finish, and material thickness allowances will also be covered. Additive Manufacturing can produce internal passages that cannot be made using traditional approaches. It can also eliminate a significant amount of manpower by reducing part count and leveraging model-based design and analysis techniques. Information will be shared about performance enhancements and design efficiencies we experienced for certain categories of engine parts.

  17. Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.

    PubMed

    Auerbach, A J; Higgins, M; Brickman, P; Andrews, T C

    2018-01-01

    Active-learning strategies can improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An important factor affecting how instructors implement active learning is knowledge of teaching and learning. We aimed to discover knowledge that is important to effective active learning in large undergraduate courses. We developed a lesson-analysis instrument to elicit teacher knowledge, drawing on the theoretical construct of teacher noticing. We compared the knowledge used by expert ( n = 14) and novice ( n = 29) active-learning instructors as they analyzed lessons. Experts and novices differed in what they noticed, with experts more commonly considering how instructors hold students accountable, topic-specific student difficulties, whether the instructor elicited and responded to student thinking, and opportunities students had to generate their own ideas and work. Experts were also better able to support their lesson analyses with reasoning. This work provides foundational knowledge for the future design of preparation and support for instructors adopting active learning. Improving teacher knowledge will improve the implementation of active learning, which will be necessary to widely realize the potential benefits of active learning in undergraduate STEM. © 2018 A. J. Auerbach et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  18. Science teacher's perception about science learning experiences as a foundation for teacher training program

    NASA Astrophysics Data System (ADS)

    Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

    2017-05-01

    Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

  19. Transferring Exome Sequencing Data from Clinical Laboratories to Healthcare Providers: Lessons Learned at a Pediatric Hospital

    PubMed Central

    Swaminathan, Rajeswari; Huang, Yungui; Miller, Katherine; Pastore, Matthew; Hashimoto, Sayaka; Jacobson, Theodora; Mouhlas, Danielle; Lin, Simon

    2018-01-01

    The adoption rate of genome sequencing for clinical diagnostics has been steadily increasing leading to the possibility of improvement in diagnostic yields. Although laboratories generate a summary clinical report, sharing raw genomic data with healthcare providers is equally important, both for secondary research studies as well as for a deeper analysis of the data itself, as seen by the efforts from organizations such as American College of Medical Genetics and Genomics and Global Alliance for Genomics and Health. Here, we aim to describe the existing protocol of genomic data sharing between a certified clinical laboratory and a healthcare provider and highlight some of the lessons learned. This study tracked and subsequently evaluated the data transfer workflow for 19 patients, all of whom consented to be part of this research study and visited the genetics clinic at a tertiary pediatric hospital between April 2016 to December 2016. Two of the most noticeable elements observed through this study are the manual validation steps and the discrepancies in patient identifiers used by a clinical lab vs. healthcare provider. Both of these add complexity to the transfer process as well as make it more susceptible to errors. The results from this study highlight some of the critical changes that need to be made in order to improve genomic data sharing workflows between healthcare providers and clinical sequencing laboratories. PMID:29515625

  20. Learning in the thick of it.

    PubMed

    Darling, Marilyn; Parry, Charles; Moore, Joseph

    2005-01-01

    The U.S. Army's Opposing Force (OPFOR) is a 2,500-member brigade whose job is to help prepare soldiers for combat. Created to be the meanest, toughest foe that soldiers will ever face, OPFOR engages units-in-training in a variety of mock campaigns under a wide range of conditions. Every month, a fresh brigade of more than 4,000 soldiers takes on this standing enemy. OPFOR, which is stationed in the California desert, always has the home-court advantage. But the force being trained--called BLU FOR--is numerically and technologically superior. It possesses more resources and better, more available data. It is made up of experienced soldiers. And it knows just what to expect, because OPFOR shares its methods from previous campaigns with BLUFOR's commanders. In short, each BLUFOR brigade is given practically every edge. Yet OPFOR almost always wins. Underlying OPFOR's consistent success is the way it uses the after-action review (AAR), a method for extracting lessons from one event or project and applying them to others. AAR meetings became a popular business tool after Shell Oil began experimenting with them in 1998. Most corporate AARs, however, are faint echoes of the rigorous reviews performed by OPFOR. Companies tend to treat the process as a pro-forma wrap-up, drawing lessons from an action but rarely learning them. OPFOR's AARs, by contrast, generate raw material that is fed back into the execution cycle. And while OPFOR's reviews extract numerous lessons, the brigade does not consider a lesson to be learned until it is successfully applied and validated. It might not make sense for companies to adopt OPFOR's AAR processes in their entirety, but four fundamentals are mandatory: Lessons must benefit the team that extracts them. The AAR process must start atthe beginning of the activity. Lessons must link explicitly to future actions. And leaders must hold everyone, especially themselves, accountable for learning.

  1. Community-based shared values as a 'Heart-ware' driver for integrated watershed management: Japan-Malaysia policy learning perspective

    NASA Astrophysics Data System (ADS)

    Mohamad, Zeeda Fatimah; Nasaruddin, Affan; Abd Kadir, Siti Norasiah; Musa, Mohd Noor; Ong, Benjamin; Sakai, Nobumitsu

    2015-11-01

    This paper explores the case for using ;community-based shared values; as a potential driver for the ;Heartware; aspects of governance in Integrated Watershed Management (IWM) - from a Japan-Malaysia policy learning perspective. This policy approach was originally inspired by the Japanese experience, and the paper investigates whether a similar strategy can be adapted in the Malaysian context-based on a qualitative exploratory case study of a local downstream watershed community. The community-based shared values are categorized into six functional values that can be placed on a watershed: industry, ecosystem, lifestyle, landscape, water resource and spirituality. The study confirmed the availability of a range of community-based shared values in each category that are promising to drive the heartware for integrated watershed management in the local Malaysian context. However, most of these shared values are either declining in its appreciation or nostalgic in nature. The paper ends with findings on key differences and similarities between the Malaysian and Japanese contexts, and concludes with lessons for international transfer of IWM heartware policy strategies between the two countries.

  2. I WISH It Was Rocket Science: Lessons Learned from School Board Service

    NASA Astrophysics Data System (ADS)

    Hammer, Philip W.

    2008-04-01

    In this talk I will share my experience of election to the Haddon Heights, New Jersey Board of Education and my event-filled path to Board presidency. As a board member, I have worked with taxpayers, teachers, administrators, unions, fellow board members, students, and parents with the goal of improving public education in this small suburban district. In a state where every year the electorate simultaneously votes on their town's school budget, whether to increase their property taxes, and elect a new Board of Education, school board service presents a fascinating set of challenges and opportunities. I hope to convince other physicists that serving on their local school board is a great and personally rewarding way to have direct positive impact on local public education. I will also convey some important lessons learned about politics, education policy, and leadership.

  3. Wikiwijs: An Unexpected Journey and the Lessons Learned towards OER

    ERIC Educational Resources Information Center

    Schuwer, Robert; Kreijns, Karel; Vermeulen, Marjan

    2014-01-01

    The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER) by teachers from various types of education. This program is known as Wikiwijs. Ultimo 2013, the program has come to an end. As some of the assumptions at the start of Wikiwijs proved…

  4. Who Moved Those Rain Clouds to Town? Making Windbirds to Learn about the Power of Wind

    ERIC Educational Resources Information Center

    Samarakoon, Deepanee; Smith, Latisha L.

    2016-01-01

    In this practical article, a kindergarten teacher shares a lesson designed to teach students about the power of wind. To address the Next Generation Science Standards engineering standards, students discussed the negative and positive aspects of wind and made daily weather observations (K-ESS2-1). Students constructed bird-shaped windsocks, called…

  5. Program Development from Start-to-Finish: A Case Study of the Healthy Relationship and Marriage Education Training Project

    ERIC Educational Resources Information Center

    Futris, Ted G.; Schramm, David G.

    2015-01-01

    What goes into designing and implementing a successful program? How do both research and practice inform program development? In this article, the process through which a federally funded training curriculum was developed and piloted tested is described. Using a logic model framework, important lessons learned are shared in defining the situation,…

  6. Motivation of animal care technicians through recognition.

    PubMed

    Symonowicz, Cammie; Critelli, Linda; Straeter, Pamela

    2006-01-01

    Keeping employees motivated is a challenge faced by managers in the field of laboratory animal science and in the business world at large. Using Maslow's 'Hierarchy of Needs' theory as a guide, the authors describe how managers can create a recognition program to keep employees feeling happy and rewarded. They discuss programs used at Bristol-Myers Squibb and share lessons learned from various programs.

  7. Fighting Tomorrows Fire Today: Leveraging Intelligence for Scenario-Based Exercise Design

    DTIC Science & Technology

    2014-03-01

    Management and Budget, Paperwork Reduction Project (0704–0188) Washington, DC 20503. 1. AGENCY USE ONLY (Leave blank) 2. REPORT DATE March 2014 3...IPG Improvised Projected Grenade IT information technology LLIS Lessons Learned Information Sharing MEP Master Exercise Practitioner MOU...Disaster?” Natural Hazards 18, no. 1 (1998): 87–88. xvii THIS PAGE INTENTIONALLY LEFT BLANK xviii

  8. The Campus Environmental Management System Cycle in Practice: 15 Years of Environmental Management, Education and Research at Dalhousie University

    ERIC Educational Resources Information Center

    Clarke, Amelia

    2006-01-01

    Purpose: To challenge the deliberate strategy approach of the environmental management system (EMS) cycle, and offer a model based on both the practical reality experienced at Dalhousie University and emergent strategy theory. Also, to share some of the lessons learned in the 15 years of environmental management at Dalhousie University.…

  9. Non-Formal Education for Youth and Adults: The Perspective of Civil Society. New Challenges

    ERIC Educational Resources Information Center

    Sarti, Iliana Pereyra

    2006-01-01

    REPEM is a civil society organisation based in Uruguay. REPEM's mission is to contribute to the achievement of social and gender justice through alliance-building processes. In this article, the author, who works with REPEM, shares some reflections, lessons learned, and concerns about the issue of non-formal education for youth and adults. She…

  10. Maniac Talk - Spiro Antiochos

    NASA Image and Video Library

    2015-11-18

    Spiro Antiochos Maniac Lecture, November 18, 2015 NASA Solar Scientist Spiro Antiochos presented a Maniac lecture entitled "Seeing the Light." Spiro shared his twists and turns from the last 40 years while trying to understand the workings of the Sun as revealed by observations, primarily from NASA missions, and passed on lessons learned on generating new ideas and theories that apply to all areas of science.

  11. Lessons Learned from the Creation of a Center of Excellence in Low Vision and Vision Rehabilitation in Wenzhou, China

    ERIC Educational Resources Information Center

    Marinoff, Rebecca; Heilberger, Michael H.

    2017-01-01

    A model Center of Excellence in Low Vision and Vision Rehabilitation was created in a health care setting in China utilizing an inter-institutional relationship with a United States optometric institution. Accomplishments of, limitations to, and stimuli to the provision of low vision and vision rehabilitation services are shared.

  12. Borrowing Brainpower--Sharing Insecurities. Lessons Learned from a Doctoral Peer Writing Group

    ERIC Educational Resources Information Center

    Wegener, Charlotte; Meier, Ninna; Ingerslev, Karen

    2016-01-01

    Academic writing is a vital, yet complex skill that must be developed within a doctoral training process. In addition, becoming an academic researcher is a journey of changing sense of self and identity. Through analysis of a group session, we show how the feedback of peers addresses questions of structure and writing style along with wider issues…

  13. Looking Backward: Parting Reflections on Higher Education Reform from NAS's Founding President

    ERIC Educational Resources Information Center

    Balch, Stephen H.

    2012-01-01

    Twenty-five years at the helm of the National Association of Scholars (NAS) have left the author with vivid memories: of knocks and bruises, peaks of exhilaration and, especially, unforgettable characters. But as for lessons learned, that's a very different story. In this article, the author shares some of the successes that happened in NAS for…

  14. Guiding Principles for the New Early Childhood Professional: Building on Strength and Competence. Early Childhood Education Series

    ERIC Educational Resources Information Center

    Washington, Valora; Gadson, Brenda

    2017-01-01

    With growing evidence about the critical period of birth to age 5 for child development and learning, the imperative to professionalize the early childhood education workforce has never been greater. In this follow-up to "The New Early Childhood Professional: A Step-By-Step Guide to Overcoming Goliath", the authors share lessons learned…

  15. AMDIS Case Conference

    PubMed Central

    Graham, J.; Levick, D.; Schreiber, R.

    2010-01-01

    Clinical decision support that provides enhanced patient safety at the point of care frequently encounters significant pushback from clinicians who find the process intrusive or time-consuming. We present a hypothetical medical center’s dilemma about its allergy alerting system and discuss similar problems faced by real hospitals. We then share some lessons learned and best practices for institutions who wish to implement these tools themselves. PMID:23616828

  16. A study on an information security system of a regional collaborative medical platform.

    PubMed

    Zhao, Junping; Peng, Kun; Leng, Jinchang; Sun, Xiaowei; Zhang, Zhenjiang; Xue, Wanguo; Ren, Lianzhong

    2010-01-01

    The objective of this study was to share the experience of building an information security system for a regional collaborative medical platform (RCMP) and discuss the lessons learned from practical projects. Safety measures are analyzed from the perspective of system engineering. We present the essential requirements, critical architectures, and policies for system security of regional collaborative medical platforms.

  17. Understanding What Students Know: Evaluating Their Online Research and Reading Comprehension Skills

    ERIC Educational Resources Information Center

    Castek, Jill; Coiro, Julie

    2015-01-01

    This piece is framed by questions we are often asked when we talk about online reading assessments and instruction with teachers. We begin with some of the lessons we have learned in our own experiences with designing measures of online reading comprehension. Then we share our thoughts about key design considerations as well as some of the biggest…

  18. Being Student and Practitioner Centered: Lessons Learned from Integrating a Recreation Management Department into a Business School

    ERIC Educational Resources Information Center

    Freeman, Patti A.; Duerden, Mat D.; Hill, Brian J.

    2016-01-01

    In July 2009, Brigham Young University's Recreation Management (RecM) Department moved to the Marriott School of Management (MSM), beginning its integration into a nationally ranked business school, including the transition from a college with little coordination between departments to one where all majors share a common core of classes. Despite…

  19. Scalability Issues for Remote Sensing Infrastructure: A Case Study

    PubMed Central

    Liu, Yang; Picard, Sean; Williamson, Carey

    2017-01-01

    For the past decade, a team of University of Calgary researchers has operated a large “sensor Web” to collect, analyze, and share scientific data from remote measurement instruments across northern Canada. This sensor Web receives real-time data streams from over a thousand Internet-connected sensors, with a particular emphasis on environmental data (e.g., space weather, auroral phenomena, atmospheric imaging). Through research collaborations, we had the opportunity to evaluate the performance and scalability of their remote sensing infrastructure. This article reports the lessons learned from our study, which considered both data collection and data dissemination aspects of their system. On the data collection front, we used benchmarking techniques to identify and fix a performance bottleneck in the system’s memory management for TCP data streams, while also improving system efficiency on multi-core architectures. On the data dissemination front, we used passive and active network traffic measurements to identify and reduce excessive network traffic from the Web robots and JavaScript techniques used for data sharing. While our results are from one specific sensor Web system, the lessons learned may apply to other scientific Web sites with remote sensing infrastructure. PMID:28468262

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

    PubMed Central

    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

  1. Lessons learned at the intersection of immunology and neuroscience

    PubMed Central

    Steinman, Lawrence

    2012-01-01

    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. PMID:22466655

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

    NASA Astrophysics Data System (ADS)

    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.

  3. Dipping Your Toes into Evaluation in Five Easy Steps: Tips, Tricks, and Lessons Learned

    NASA Astrophysics Data System (ADS)

    Martin, A. M.

    2013-04-01

    With limited funding, staffing, and resources for STEM education projects, the push for rigorous evaluation of our efforts offers up significant challenges, but opportunities as well. Evaluative thinking can enrich and improve the entire life cycle of an education, communication, or outreach project, and can take many forms other than a final, summative evaluation report. The community of attendees at the Astronomical Society of the Pacific will share an abundance of evaluation expertise, approaches, and results, but where does one turn if evaluation is a new concept or responsibility? This session will briefly highlight five tips, tricks, and lessons learned from the perspective of a novice and from a NASA project new to evaluation. The resources and ideas shared in the session will represent the concrete advice and driving ideas that put the author on firmer evaluative footing. Themes explored will include: (1) strategies for incorporating evaluative thinking early in the development of a project and throughout its life cycle; (2) the benefit of taking the time to elucidate a program's logic model of theory of action; (3) linking program activities to outcomes that are SMART (specific, measurable, attainable, relevant, and timely); (4) working with an external or internal evaluator; and (5) taking evaluation beyond the formal, final report. Finally, we'll close with resources to help individuals and their organizations learn more about evaluation and build their evaluation capacity.

  4. Cyber security: a critical examination of information sharing versus data sensitivity issues for organisations at risk of cyber attack.

    PubMed

    Mallinder, Jason; Drabwell, Peter

    Cyber threats are growing and evolving at an unprecedented rate.Consequently, it is becoming vitally important that organisations share information internally and externally before, during and after incidents they encounter so that lessons can be learned, good practice identified and new cyber resilience capabilities developed. Many organisations are reluctant to share such information for fear of divulging sensitive information or because it may be vague or incomplete. This provides organisations with a complex dilemma: how to share information as openly as possibly about cyber incidents, while protecting their confidentiality and focusing on service recovery from such incidents. This paper explores the dilemma of information sharing versus sensitivity and provides a practical overview of considerations every business continuity plan should address to plan effectively for information sharing in the event of a cyber incident.

  5. Developing clinical leadership capability.

    PubMed

    Pintar, Kristi A; Capuano, Terry A; Rosser, Gwendolyn D

    2007-01-01

    Nursing facilities must be committed to ongoing leadership development and to developing and retaining their staff in the increasingly competitive healthcare market. In this article, the authors share the processes involved in creating a focused small group approach to developing clinical leaders. Programmatic approaches to development, clarity of needs of those targeted for development, individual development plans, external expertise partnerships, and small group session dynamics are discussed. Applications of the process and lessons learned from the program will benefit others in their efforts to enhance organization succession planning, leadership development, group learning, and program administration.

  6. Tame Economists Need Not Apply: Career Lessons from the 2008 Canadian Association for Health Services and Policy Research Conference

    PubMed Central

    Mah, Catherine L.; Kuluski, Kerry; Martin, Elisabeth; Soo, Stephanie D.; Watkins, Jillian

    2009-01-01

    A group of student interviewers sat down with distinguished conference attendees at the 2008 Canadian Association for Health Services and Policy Research Conference. These leaders in the field shared a wealth of advice about career planning (don't), seizing opportunities (do) and connecting with colleagues and community (do often). We learned that a passion for lifelong learning, a willingness to get ordinary things done and a little luck go a long way towards career success. PMID:20676242

  7. Mutual learning and reverse innovation--where next?

    PubMed

    Crisp, Nigel

    2014-03-28

    There is a clear and evident need for mutual learning in global health systems. It is increasingly recognized that innovation needs to be sourced globally and that we need to think in terms of co-development as ideas are developed and spread from richer to poorer countries and vice versa. The Globalization and Health journal's ongoing thematic series, "Reverse innovation in global health systems: learning from low-income countries" illustrates how mutual learning and ideas about so-called "reverse innovation" or "frugal innovation" are being developed and utilized by researchers and practitioners around the world. The knowledge emerging from the series is already catalyzing change and challenging the status quo in global health. The path to truly "global innovation flow", although not fully established, is now well under way. Mobilization of knowledge and resources through continuous communication and awareness raising can help sustain this movement. Global health learning laboratories, where partners can support each other in generating and sharing lessons, have the potential to construct solutions for the world. At the heart of this dialogue is a focus on creating practical local solutions and, simultaneously, drawing out the lessons for the whole world.

  8. Loss of Signal: Aeromedical Lessons Learned from the STS-107 Columbia Space Shuttle Mishap

    NASA Technical Reports Server (NTRS)

    Stepaniak, Philip C. (Editor); Lane, Helen W. (Editor); Davis, Jeffrey R.

    2014-01-01

    The editors of Loss of Signal wanted to document the aeromedical lessons learned from the Space Shuttle Columbia mishap. The book is intended to be an accurate and easily understood account of the entire process of recovering and analyzing the human remains, investigating and analyzing what happened to the crew, and using the resulting information to recommend ways to prevent mishaps and provide better protection to crewmembers. Our goal is to capture the passions of those who devoted their energies in responding to the Columbia mishap. We have reunited authors who were directly involved in each of these aspects. These authors tell the story of their efforts related to the Columbia mishap from their point of view. They give the reader an honest description of their responsibilities and share their challenges, their experiences, and their lessons learned on how to enhance crew safety and survival, and how to be prepared to support space mishap investigations. As a result of this approach, a few of the chapters have some redundancy of information and authors' opinions may differ. In no way did we or they intend to assign blame or criticize anyone's professional efforts. All those involved did their best to obtain the truth in the situations to which they were assigned.

  9. Able to Play: Mobilizing Communities for Children of All Abilities - Framing the Issue. Seminar Series

    ERIC Educational Resources Information Center

    W. K. Kellogg Foundation, 2005

    2005-01-01

    "Able to Play: Mobilizing Communities for Children of All Abilities" is one of a series of six seminars that the W.K. Kellogg Foundation hosted during 2005 to celebrate its 75th Anniversary year. The seminar, held in Lansing, Michigan, June 8-10, shared the lessons learned from the Able to Play Project. Advocates for people with…

  10. Issues in NASA Program and Project Management. Special Report: 1997 Conference. Project Management Now and in the New Millennium

    NASA Technical Reports Server (NTRS)

    Hoffman, Edward J. (Editor); Lawbaugh, William M. (Editor)

    1997-01-01

    Topics Considered Include: NASA's Shared Experiences Program; Core Issues for the Future of the Agency; National Space Policy Strategic Management; ISO 9000 and NASA; New Acquisition Initiatives; Full Cost Initiative; PM Career Development; PM Project Database; NASA Fast Track Studies; Fast Track Projects; Earned Value Concept; Value-Added Metrics; Saturn Corporation Lessons Learned; Project Manager Credibility.

  11. Stories Shared and Lessons Learned: Using "Currere" to Explore Veteran Elementary Teacher Narratives of Teaching in an Accountability Era

    ERIC Educational Resources Information Center

    Bolyard, Chloe S.

    2016-01-01

    Accountability policies (i.e., "No Child Left Behind" and "Race to the Top") in education over the last two decades have produced a culture of fear and anxiety, undermined teacher autonomy over curriculum and instruction, and pressured teachers to focus on raising student test scores, resulting in a narrowing of the curriculum.…

  12. USACE Regional Sediment Management and Engineering with Nature 2013 Workshop Summary

    DTIC Science & Technology

    2014-08-01

    Tools into HEC-RAS St. Louis Kaskaskia River Navigation Channel Mobile Biodegradable Containment Structures for RSM Honolulu Hawaii RSM – Haleiwa...sediment from USACE to private entities for use. Share successes and lessons learned.  Increase the use of vegetation and other biodegradable ...beaches, and submerged mounds) and construction materials (e.g., reef balls, combination of rock sills and oyster bags , native plants, and

  13. Common Battlefield Training for Airmen

    DTIC Science & Technology

    2007-01-01

    Independent Evaluation Analysis We developed three model courses that satisfied the training requirements for CBAT,4 based primarily on training materials ...individual subject-matter experts identified in their sorting or that the material from the Lessons Learned Database suggested9 refer to and apply the...shared experience that might or might not materialize in future operations. Finally, there have been questions regarding the best location for CBAT or

  14. Competitiveness of U.S. wood furniture manufacturers - Lessons learned from the softwood moulding industry

    Treesearch

    Al Schuler; Russ Taylor; Philip A. Araman

    2001-01-01

    The furniture industry in the United States has been losing market share to imports for the past two decades. This article focuses on the market segment where most of the loss has occurred: the important wood household (non-upholstered) sector (SIC code 2511). In the upholstered furniture sector, exports are still larger than imports. But the wood household furniture...

  15. Defense Simulation Internet: next generation information highway.

    PubMed

    Lilienthal, M G

    1995-06-01

    The Department of Defense has been engaged in the Defense Modeling and Simulation Initiative (DMSI) to provide advanced distributed simulation warfighters in geographically distributed localities. Lessons learned from the Defense Simulation Internet (DSI) concerning architecture, standards, protocols, interoperability, information sharing, and distributed data bases are equally applicable to telemedicine. Much of the vision and objectives of the DMSI are easily translated into the vision for world wide telemedicine.

  16. AMDIS Case Conference: Intrusive Medication Safety Alerts.

    PubMed

    Graham, J; Levick, D; Schreiber, R

    2010-01-01

    Clinical decision support that provides enhanced patient safety at the point of care frequently encounters significant pushback from clinicians who find the process intrusive or time-consuming. We present a hypothetical medical center's dilemma about its allergy alerting system and discuss similar problems faced by real hospitals. We then share some lessons learned and best practices for institutions who wish to implement these tools themselves.

  17. Conservation efforts and possibilities for increased collaboration in the Santa Cruz River watershed

    Treesearch

    Claire A. Zugmeyer; Emily M. Brott

    2013-01-01

    Attendees of the annual Santa Cruz River Researchers’ Day meetings have identified a need to expand collaboration, partnership, and sharing of lessons learned across the watershed. To help guide this interest, Sonoran Institute organized a symposium on 2 May 2012 entitled “Santa Cruz River Conservation.” The symposium had simultaneous Spanish/English translation and...

  18. Space Shuttle Program Legacy Report

    NASA Technical Reports Server (NTRS)

    Johnson, Scott

    2012-01-01

    Share lessons learned on Space Shuttle Safety and Mission Assurance (S&MA) culture, processes, and products that can guide future enterprises to improve mission success and minimize the risk of catastrophic failures. Present the chronology of the Johnson Space Center (JSC) S&MA organization over the 40-year history of the Space Shuttle Program (SSP) and identify key factors and environments which contributed to positive and negative performance.

  19. An active learning approach to Bloom's Taxonomy.

    PubMed

    Weigel, Fred K; Bonica, Mark

    2014-01-01

    As educators strive toward improving student learning outcomes, many find it difficult to instill their students with a deep understanding of the material the instructors share. One challenge lies in how to provide the material with a meaningful and engaging method that maximizes student understanding and synthesis. By following a simple strategy involving Active Learning across the 3 primary domains of Bloom's Taxonomy (cognitive, affective, and psychomotor), instructors can dramatically improve the quality of the lesson and help students retain and understand the information. By applying our strategy, instructors can engage their students at a deeper level and may even find themselves enjoying the process more.

  20. Smoking cessation counseling for Asian immigrants with serious mental illness: using RE-AIM to understand challenges and lessons learned in primary care-behavioral health integration.

    PubMed

    Saw, Anne; Kim, Jin; Lim, Joyce; Powell, Catherine; Tong, Elisa K

    2013-09-01

    Engagement in modifiable risk behaviors, such as tobacco use, substantially contributes to early mortality rates in individuals with serious mental illness (SMI). There is an alarmingly high prevalence of tobacco use among subgroups of Asian Americans, such as immigrants and individuals with SMI, yet there are no empirically supported effective smoking cessation interventions that have been tailored to meet the unique cultural, cognitive, and psychological needs of Asian immigrants with SMI. In this article, we share the experiences of clinicians in the delivery of smoking cessation counseling to Asian American immigrants with SMI, in the context of an Asian-focused integrated primary care and behavioral health setting. Through a qualitative analysis of clinician perspectives organized with the RE-AIM framework, we outline challenges, lessons learned, and promising directions for delivering smoking cessation counseling to Asian American immigrant clients with SMI.

  1. Team Collaboration: Lessons Learned Report

    NASA Technical Reports Server (NTRS)

    Arterberrie, Rhonda Y.; Eubanks, Steven W.; Kay, Dennis R.; Prahst, Stephen E.; Wenner, David P.

    2005-01-01

    An Agency team collaboration pilot was conducted from July 2002 until June 2003 and then extended for an additional year. The objective of the pilot was to assess the value of collaboration tools and adoption processes as applied to NASA teams. In an effort to share knowledge and experiences, the lessons that have been learned thus far are documented in this report. Overall, the pilot has been successful. An entire system has been piloted - tools, adoption, and support. The pilot consisted of two collaboration tools, a team space and a virtual team meeting capability. Of the two tools that were evaluated, the team meeting tool has been more widely accepted. Though the team space tool has been met with a lesser degree of acceptance, the need for such a tool in the NASA environment has been evidenced. Both adoption techniques and support were carefully developed and implemented in a way that has been well received by the pilot participant community.

  2. Developing an urban community-campus partnership: lessons learned in infrastructure development and communication.

    PubMed

    Parker, Dorothy F; Dietz, Noella A; Hooper, Monica Webb; Byrne, Margaret M; Fernandez, Cristina A; Baker, Elizabeth A; Stevens, Marsha S; Messiah, Antoine; Lee, David J; Kobetz, Erin N

    2012-01-01

    A low-income, African American neighborhood in Miami, Florida, experiences health disparities including an excess burden of cancer. Many residents are disenfranchised from the healthcare system, and may not participate in cancer prevention and screening services. We sought to describe the development of a partnership between a university and this community and lessons learned in using a community-based participatory research (CBPR) model. To better understand the community's health behaviors and status, a randomized door-to-door survey was conducted in collaboration with a community partner. This collaboration helped foster a mutual understanding of the benefits of CBPR. We also describe challenges of adhering to study protocols, quality control, and sharing fiscal responsibility with organizations that do not have an established infrastructure. Understanding the organizational dynamics of a community is necessary for developing a CBPR model that will be effective in that community. Once established, it can help to inform future collaborations.

  3. Patients, practices, and relationships: challenges and lessons learned from the Kentucky Ambulatory Network (KAN) CaRESS clinical trial.

    PubMed

    Love, Margaret M; Pearce, Kevin A; Williamson, M Ann; Barron, Mary A; Shelton, Brent J

    2006-01-01

    The Cardiovascular Risk Education and Social Support (CaRESS) study is a randomized controlled trial that evaluates a social support intervention toward reducing cardiovascular risk in type 2 diabetic patients. It involves multiple community-based practice sites from the Kentucky Ambulatory Network (KAN), which is a regional primary care practice-based research network (PBRN). CaRESS also implements multiple modes of data collection. The purpose of this methods article is to share lessons learned that might be useful to others developing or implementing complex studies that consent patients in PBRNs. Key points include building long-term relationships with the clinicians, adaptability when integrating into practice sites, adequate funding to support consistent data management and statistical support during all phases of the study, and creativity and perseverance for recruiting patients and practices while maintaining the integrity of the protocol.

  4. ISS Regenerative Life Support: Challenges and Success in the Quest for Long-Term Habitability in Space

    NASA Technical Reports Server (NTRS)

    Bazley, Jesse

    2015-01-01

    The International Space Station's (ISS) Regenerative Environmental Control and Life Support System (ECLSS) was launched in 2008 to continuously recycle urine and crew sweat into drinking water and oxygen using brand new technologies. This functionality was highly important to the ability of the ISS to transition to the long-term goal of 6-crew operations as well as being critical tests for long-term space habitability. Through the initial activation and long-term operations of these systems, important lessons were learned about the importance of system redundancy and operational workarounds that allow Systems Engineers to maintain functionality with limited on-orbit spares. This presentation will share some of these lessons learned including how to balance water through the different systems, store and use water for use in system failures and creating procedures to operate the systems in ways that they were not initially designed to do.

  5. Smoking Cessation Counseling for Asian Immigrants With Serious Mental Illness: Using RE-AIM to Understand Challenges and Lessons Learned in Primary Care–Behavioral Health Integration

    PubMed Central

    Saw, Anne; Kim, Jin; Lim, Joyce; Powell, Catherine; Tong, Elisa K.

    2016-01-01

    Engagement in modifiable risk behaviors, such as tobacco use, substantially contributes to early mortality rates in individuals with serious mental illness (SMI). There is an alarmingly high prevalence of tobacco use among subgroups of Asian Americans, such as immigrants and individuals with SMI, yet there are no empirically supported effective smoking cessation interventions that have been tailored to meet the unique cultural, cognitive, and psychological needs of Asian immigrants with SMI. In this article, we share the experiences of clinicians in the delivery of smoking cessation counseling to Asian American immigrants with SMI, in the context of an Asian-focused integrated primary care and behavioral health setting. Through a qualitative analysis of clinician perspectives organized with the RE-AIM framework, we outline challenges, lessons learned, and promising directions for delivering smoking cessation counseling to Asian American immigrant clients with SMI. PMID:23667056

  6. Application of mixed-methods design in community-engaged research: Lessons learned from an evidence-based intervention for Latinos with chronic illness and minor depression.

    PubMed

    Aguado Loi, Claudia X; Alfonso, Moya L; Chan, Isabella; Anderson, Kelsey; Tyson, Dinorah Dina Martinez; Gonzales, Junius; Corvin, Jaime

    2017-08-01

    The purpose of this paper is to share lessons learned from a collaborative, community-informed mixed-methods approach to adapting an evidence-based intervention to meet the needs of Latinos with chronic disease and minor depression and their family members. Mixed-methods informed by community-based participatory research (CBPR) were employed to triangulate multiple stakeholders' perceptions of facilitators and barriers of implementing the adapted intervention in community settings. Community partners provided an insider perspective to overcome methodological challenges. The study's community informed mixed-methods: research approach offered advantages to a single research methodology by expanding or confirming research findings and engaging multiple stakeholders in data collection. This approach also allowed community partners to collaborate with academic partners in key research decisions. Copyright © 2016 Elsevier Ltd. All rights reserved.

  7. The impact of Hurricane Rita on an academic institution: lessons learned.

    PubMed

    Beggan, Dominic M

    2010-01-01

    This paper examines the impact of Hurricane Rita on one of the many universities along the Gulf Coast of the United States: Lamar University in Beaumont, Texas. Hurricane Rita, which made landfall between Sabine Pass, Texas, and Johnson's Bayou, Louisiana, on 24 September 2005, is the fourth strongest Atlantic Ocean hurricane on record and the most intense tropical cyclone ever observed in the Gulf of Mexico. This paper assesses the tasks that confronted the administration, faculty, and students of Lamar University in the days and weeks after the event. It concludes that the one factor that will influence more than any other the degree of success after any disaster is whether all levels of the administrative command institutionalise, endorse, promote, and encourage the adopted recovery plan. The research seeks to share valuable insights on the vulnerabilities that academic institutions face during natural disasters and to highlight some of the many lessons learned.

  8. The Electronic Data Methods (EDM) forum for comparative effectiveness research (CER).

    PubMed

    Holve, Erin; Segal, Courtney; Lopez, Marianne Hamilton; Rein, Alison; Johnson, Beth H

    2012-07-01

    AcademyHealth convened the Electronic Data Methods (EDM) Forum to collect, synthesize, and share lessons from eleven projects that are building infrastructure and using electronic clinical data for comparative effectiveness research (CER) and patient-centered outcomes research (PCOR). This paper provides a brief review of participating projects and provides a framework of common challenges. EDM Forum staff conducted a text review of relevant grant programs' funding opportunity announcements; projects' research plans; and available information on projects' websites. Additional information was obtained from presentations provided by each project; phone calls with project principal investigators, affiliated partners, and staff from the Agency for Healthcare Research and Quality (AHRQ); and six site visits. Projects participating in the EDM Forum are building infrastructure and developing innovative strategies to address a set of methodological, and data and informatics challenges, here identified in a common framework. The eleven networks represent more than 20 states and include a range of partnership models. Projects vary substantially in size, from 11,000 to more than 7.5 million individuals. Nearly all of the AHRQ priority populations and conditions are addressed. In partnership with the projects, the EDM Forum is focused on identifying and sharing lessons learned to advance the national dialogue on the use of electronic clinical data to conduct CER and PCOR. These efforts have the shared goal of addressing challenges in traditional research studies and data sources, and aim to build infrastructure and generate evidence to support a learning health care system that can improve patient outcomes.

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

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    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.more » 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.« less

  10. Laser Tracker Utilization Methodology in Measuring Truth Trajectories for INS Testing on 6 Degree of Freedom Table at the Marshall Space Flight Center's Contact Dynamics Simulation Laboratory with Lessons Learned

    NASA Technical Reports Server (NTRS)

    Leggett, Jared O.; Bryant, Thomas C.; Cowen, Charles T.; Clifton, Billy W.

    2018-01-01

    When performing Inertial Navigation System (INS) testing at the Marshall Space Flight Center's (MSFC) Contact Dynamics Simulation Laboratory (CDSL) early in 2017, a Leica Geosystems AT901 Laser Tracker system (LLT) measured the twist & sway trajectories as generated by the 6 Degree Of Freedom (6DOF) Table in the CDSL. These LLT measured trajectories were used in the INS software model validation effort. Several challenges were identified and overcome during the preparation for the INS testing, as well as numerous lessons learned. These challenges included determining the position and attitude of the LLT with respect to an INS-shared coordinate frame using surveyed monument locations in the CDSL and the accompanying mathematical transformation, accurately measuring the spatial relationship between the INS and a 6DOF tracking probe due to lack of INS visibility from the LLT location, obtaining the data from the LLT during a test, determining how to process the results for comparison with INS data in time and frequency domains, and using a sensitivity analysis of the results to verify the quality of the results. While many of these challenges were identified and overcome before or during testing, a significant lesson on test set-up was not learned until later in the data analysis process. It was found that a combination of trajectory-dependent gimbal locking and environmental noise introduced non-negligible noise in the angular measurements of the LLT that spanned the evaluated frequency spectrum. The lessons learned in this experiment may be useful for others performing INS testing in similar testing facilities.

  11. University of Arizona's Collaboration to Advance Teaching Technology and Science (CATTS): lesson for photonics education collaborations

    NASA Astrophysics Data System (ADS)

    Hall-Wallace, Michelle; Regens, Nancy L.; Pompea, Stephen M.

    2002-05-01

    CATTS is a National Science Foundation-funded partnership between the University of Arizona and local school districts to improve science, mathematics and technology teaching at all levels. The goals of the CATTS Program are to develop sustainable partnerships with Kindergarten through 12th grade level (K-12) educators that foster integration of science, mathematics, engineering and technology research in classroom learning experiences. The program also creates opportunities for graduate and undergraduate students to be active participants in K-12 education by providing training and fellowships. CATTS seeks to foster effective teaching and a greater understanding of learning at all levels. School districts and University of Arizona outreach programs propose fellowship activities that address identified educational needs; they work together with CATTS to create customized programs to meet those needs. CATTS Fellows, their faculty mentors and K - 12 partners participate in workshops to gain experience with inquiry-based teaching and understanding diverse learning styles. In the partnership, CATTS Fellows have an opportunity to share their research experiences with K - 12 educators and gain experience with inquiry teaching. On the other side of the partnership, professional educators share their knowledge of teaching with Fellows and gain deeper understanding of scientific inquiry. In the two years that this NSF funded program has been in operation, a variety of lessons have been learned that can apply to school, university, and industrial partnerships to foster education and training. In particular since each organization operates in its own subculture, particular attention must be paid to raising cultural awareness among the participants in ways that foster mutual respect and communication of shared goals. Proper coordination and sensible logistics are also critical for the success of a complex project such as this. Training of the partners and the project management will also be described.

  12. Lessons Learned In Developing Multiple Distributed Planning Systems for the International Space Station

    NASA Technical Reports Server (NTRS)

    Maxwell, Theresa G.; McNair, Ann R. (Technical Monitor)

    2002-01-01

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

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

    NASA Technical Reports Server (NTRS)

    Maxwell, Theresa G.

    2002-01-01

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

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

    PubMed

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

    2016-01-01

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

  15. Historical problem areas: Lessons learned for expendable and reusable vehicle propulsion systems

    NASA Technical Reports Server (NTRS)

    Fester, Dale A.

    1991-01-01

    The following subject areas are covered: expendable launch vehicle lessons learned, upper stage/transfer vehicle lessons learned, shuttle systems - reuse, and reusable system issues and lessons learned.

  16. Accelerating Exploration Through the Sharing of Best Practices in Research Partnerships

    NASA Technical Reports Server (NTRS)

    Nall, Mark; Casas, Joseph

    2004-01-01

    This paper proposes the formation of an international panel of space related public/private partnerships for the purposes of sharing best practices among members. The exploration and development of space is too costly to be conducted by governments alone. Private industry has a significant role in creating needed technologies, and developing commercial space infrastructure, thereby allowing sustainable exploration to take place. Public/private partnerships between government and industry are key to fostering industrial participation in space. The spacefaring nations have, or are developing these partnerships. Those organizations forming these partnerships can benefit from sharing among each other best practices and lessons learned. In this way the common goal of space exploration and development can be more effectively pursued.

  17. What Are We Fighting for Over There? Perspectives of the Great War. Learning Page Lesson Plan.

    ERIC Educational Resources Information Center

    Durham, Scott; Lincoln, Margaret

    The Great War of 1914-1918 significantly shaped the course of the 20th century, both at home and abroad. How can this pivotal event be personalized and brought to life for students in the new millennium? Few survivors of the World War I era are alive today to directly share their recollections of this historical time. Yet, by delving into the…

  18. Testing Universal Design of a Public Media Website with Diverse Users.

    PubMed

    Chen, Weiqin; Kessel, Siri; Sanderson, Norun C; Tatara, Naoe

    2016-01-01

    Testing with users can identify more issues than other testing methods. Many researchers have argued for the importance of user testing in Universal Design. However, testing Universal Design with diverse users poses many challenges. In this paper we will share our experience with testing the Universal Design of a public media website with real users. We discuss the challenges faced and lessons learned in the process.

  19. Sharing the Burden and Risk: An Operational Assessment of the Reserve Components in Operation Iraqi Freedom

    DTIC Science & Technology

    2016-10-01

    Manpower Data Center (DMDC) for data extracts identifying monthly deployments from September 2001 through December 2014. This data would answer questions... Manpower Data Center (DMDC) databases captured which service members were mobilized and deployed. Government history offices, lessons learned...develop MOEs and MOPs to conduct assessments. 1. Data Extracts Concurrent with engagement efforts, IDA queried the Defense Manpower Data Center (DMDC

  20. The Keys to Governance and Stakeholder Engagement: The Southeast Michigan Beacon Community Case Study

    PubMed Central

    Des Jardins, Terrisca R.

    2014-01-01

    Community-based health information exchanges (HIEs) and efforts to consolidate and house data are growing, given the advent of Accountable Care Organizations (ACOs) under the Affordable Care Act and other similar population health focused initiatives. The Southeast Michigan Beacon Community (SEMBC) can be looked to as one case study that offers lessons learned, insights on challenges faced and accompanying workarounds related to governance and stakeholder engagement. The SEMBC case study employs an established Data Warehouse Governance Framework to identify and explain the necessary governance and stakeholder engagement components, particularly as they relate to community-wide data sharing and data warehouses or repositories. Perhaps the biggest lesson learned through the SEMBC experience is that community-based work is hard. It requires a great deal of community leadership, collaboration and resources. SEMBC found that organizational structure and guiding principles needed to be continually revisited and nurtured in order to build the relationships and trust needed among stakeholder organizations. SEMBC also found that risks and risk mitigation tactics presented challenges and opportunities at the outset and through the duration of the three year pilot period. Other communities across the country embarking on similar efforts need to consider realistic expectations about community data sharing infrastructures and the accompanying and necessary governance and stakeholder engagement fundamentals. PMID:25848612

  1. DOE Office of Scientific and Technical Information (OSTI.GOV)

    Benioff, R.; Ness, E.; Hirst, J.

    Under its Support for National Action Plans (SNAP) initiative, the U.S. Country Studies Program is providing financial and technical assistance to 18 countries for the development of climate change action plans. Although most of the countries have not yet completed their plans, the important lessons learned thus far are valuable and should be shared with other countries and international institutions that have an interest in the process of action plan development. This interim report describes the experience of 11 countries that are the furthest along in their planning activity and who have offered to share their results to date withmore » the larger community of interested nations. These action plans delineate specific mitigation and adaptation measures that the countries will implement and integrate into their ongoing development programs. This report focuses on the measures the countries have selected and the methods they used to prepare their action plans. This executive summary presents key lessons and common themes using a structure similar to that used in the individual country chapters.« less

  2. Flooding During Drought: Learning from Stakeholder Engagement & Partner Coordination in the California-Nevada Drought Early Warning System (DEWS)

    NASA Astrophysics Data System (ADS)

    Sheffield, A. M.

    2017-12-01

    After more than 5 years of drought, extreme precipitation brought drought relief in California and Nevada and presents an opportunity to reflect upon lessons learned while planning for the future. NOAA's National Integrated Drought Information System (NIDIS) California-Nevada Drought Early Warning System (DEWS) in June 2017 convened a regional coordination workshop to provide a forum to discuss and build upon past drought efforts in the region and increase coordination, collaboration and information sharing across the region as a whole. Participants included federal, tribal, state, academic, and local partners who provided a post-mortem on the recent drought and impacts as well as recent innovations in drought monitoring, forecasts, and decision support tools in response to the historic drought. This presentation will highlight lessons learned from stakeholder outreach and engagement around flooding during drought, and pathways for moving forward coordination and collaboration in the region. Additional focus will be on the potential opportunities from examining California decision making calendars from this drought. Identified gaps and challenges will also be shared, such as the need to connect observations with social impacts, capacity building around available tools and resources, and future drought monitoring needs. Drought will continue to impact California and Nevada, and the CA-NV DEWS works to make climate and drought science readily available, easily understandable and usable for decision makers; and to improve the capacity of stakeholders to better monitor, forecast, plan for and cope with the impacts of drought.

  3. Inquiry-based science education: scaffolding pupils' self-directed learning in open inquiry

    NASA Astrophysics Data System (ADS)

    van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

    2017-12-01

    This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of documents with explanations and/or exercises regarding difficult parts of the inquiry process. The soft scaffolds included explicit references to and additional explanations of the hard scaffolds. We investigated how teacher implementation of these scaffolds contributed to pupils' self-directed learning during open inquiry. Four classes of pupils, aged 10-11, were observed while they conducted an inquiry lesson module of about 10 lessons in their classrooms. Data were acquired via classroom observations, audio recordings, and interviews with teachers and pupils. The results show that after the introduction of the hard scaffolds by the teacher, pupils were able and willing to apply them to their investigations. Combining hard scaffolds with additional soft scaffolding promoted pupils' scientific understanding and contributed to a shared guidance of the inquiry process by the teacher and her pupils. Our results imply that the effective use of scaffolds is an important element to be included in teacher professionalisation.

  4. Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

    NASA Astrophysics Data System (ADS)

    Simmonds, Paul J.; Wenner, Julianne A.

    Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

  5. Sustaining a Stakeholder-Scientists Partnership in Co-producing Locally Relevant Data, Methods, and Tools

    NASA Astrophysics Data System (ADS)

    Asefa, T.

    2017-12-01

    This case study presents the experiences of two of the most successful boundary organizations that are engaged in co-producing decision relevant climate information for water resources management. The Water Utilities Climate Alliance (www.wucaonline.org) is a coalition of 11 of the nation's largest water utilities with customers base over 50 million. Whereas Florida Water and Climate Alliance (www.floridaWCA.org) is a state level collaborative Learning network that is engaged in co-exploration and co-development of actionable climate science. Lesson learned from these two structurally different organizations will be shared.

  6. Teaching the History of Astronomy On Site in London

    NASA Astrophysics Data System (ADS)

    French, Linda M.

    2016-01-01

    In the autumn of 2014, the author had the opportunity to teach a class on the history of astronomy in England as part of a study abroad experience for students at Illinois Wesleyan University. The philosophy of the program is to use the rich cultural environment of London as a setting for active learning. In the classroom, students read and discussed selected works by Ptolemy, Copernicus, Kepler, Galileo, and Herschel. We visited Stonehenge, the Royal Greenwich Observatory, the London Science Museum, the London Monument, and the library of the Royal Astronomical Society. Lessons learned from the experience will be shared.

  7. The Frontera Collaboration: a preliminary report of health sciences librarians promoting evidence-based practice in U.S.-Mexico border communities.

    PubMed

    Cogdill, Keith W; Ambriz, Lorely; Billman, Brooke L; Carter, Kathleen V; Nail-Chiwetalu, Barbara; Trumble, Julie M; El-Khayat, Yamila M; Nuñez, Annabelle V

    2012-01-01

    This article reviews the formation of the Frontera Collaboration, a coalition of health sciences librarians serving clinicians and public health personnel in the U.S.-Mexico border region. Based on findings from an assessment of the target populations' learning needs, the Frontera Collaboration participants developed a shared set of training materials that have been used in pilot training sessions. The Frontera Collaboration's participants learned several lessons related to collaborative health information outreach and increased their understanding of the concerns and needs of clinicians and public health personnel serving border communities.

  8. Interprofessional education and practice guide No. 4: Developing and sustaining interprofessional education at an academic health center.

    PubMed

    Willgerodt, Mayumi A; Abu-Rish Blakeney, Erin; Brock, Douglas M; Liner, Debra; Murphy, Nanci; Zierler, Brenda

    2015-01-01

    Increasingly health professions schools and academic health centers are required to include interprofessional education (IPE) as a standard part of their core curricula to maintain accreditation. However, challenges continue to surface as faculty struggle to develop and participate in IPE activities while balancing increasing workloads and limited resources, and also trying to keep current in the changing profession-specific accreditation and standards. This guide shares lessons learned from developing and sustaining IPE activities at the University of Washington (UW) based in the United States. In 2008, the UW Schools of Nursing and Medicine were awarded funds to develop, implement, and evaluate an interprofessional program focused on team communication. This funding supported the creation of two annual large-scale IPE events, provided infrastructure support for the Center for Health Sciences Interprofessional Education, Research and Practice (CHSIERP), and supported numerous interprofessional activities and initiatives in the health professions curricula. Our experiences over the years have yielded several key lessons that are important to consider in any IPE effort. In this guide we report on these lessons learned and provide pragmatic suggestions for designing and implementing IPE in order to maximize long-term success.

  9. Back to the Bedside: Developing a Bedside Aid for Concussion and Brain Injury Decisions in the Emergency Department

    PubMed Central

    Melnick, Edward R.; Lopez, Kevin; Hess, Erik P.; Abujarad, Fuad; Brandt, Cynthia A.; Shiffman, Richard N.; Post, Lori A.

    2015-01-01

    Context: Current information-rich electronic health record (EHR) interfaces require large, high-resolution screens running on desktop computers. This interface compromises the provider’s already limited time at the bedside by physically separating the patient from the doctor. The case study presented here describes a patient-centered clinical decision support (CDS) design process that aims to bring the physician back to the bedside by integrating a patient decision aid with CDS for shared use by the patient and provider on a touchscreen tablet computer for deciding whether or not to obtain a CT scan for minor head injury in the emergency department, a clinical scenario that could benefit from CDS but has failed previous implementation attempts. Case Description: This case study follows the user-centered design (UCD) approach to build a bedside aid that is useful and usable, and that promotes shared decision-making between patients and their providers using a tablet computer at the bedside. The patient-centered decision support design process focuses on the prototype build using agile software development, but also describes the following: (1) the requirement gathering phase including triangulated qualitative research (focus groups and cognitive task analysis) to understand current challenges, (2) features for patient education, the physician, and shared decision-making, (3) system architecture and technical requirements, and (4) future plans for formative usability testing and field testing. Lessons Learned: We share specific lessons learned and general recommendations from critical insights gained in the patient-centered decision support design process about early stakeholder engagement, EHR integration, external expert feedback, challenges to two users on a single device, project management, and accessibility. Conclusions: Successful implementation of this tool will require seamless integration into the provider’s workflow. This protocol can create an effective interface for shared decision-making and safe resource reduction at the bedside in the austere and dynamic clinical environment of the ED and is generalizable for these purposes in other clinical environments as well. PMID:26290885

  10. Recruitment Strategies and Lessons Learned from the Children's Healthy Living Program Prevalence Survey

    PubMed Central

    Fialkowski, Marie K.; Yamanaka, Ashley; Wilkens, Lynne R.; Braun, Kathryn L.; Butel, Jean; Ettienne, Reynolette; McGlone, Katalina; Remengesau, Shelley; Power, Julianne M.; Johnson, Emihner; Gilmatam, Daisy; Fleming, Travis; Acosta, Mark; Belyeu-Camacho, Tayna; Shomour, Moria; Sigrah, Cecilia; Nigg, Claudio; Novotny, Rachel

    2016-01-01

    The US Affiliated Pacific region's childhood obesity prevalence has reached epidemic proportions. To guide program and policy development, a multi-site study was initiated, in collaboration with partners from across the region, to gather comprehensive information on the regional childhood obesity prevalence. The environmental and cultural diversity of the region presented challenges to recruiting for and implementing a shared community-based, public health research program. This paper presents the strategies used to recruit families with young children (n = 5775 for children 2 – 8 years old) for obesity-related measurement across eleven jurisdictions in the US Affiliated Pacific Region. Data were generated by site teams that provided summaries of their recruitment strategies and lessons learned. Conducting this large multi-site prevalence study required considerable coordination, time and flexibility. In every location, local staff knowledgeable of the community was hired to lead recruitment, and participant compensation reflected jurisdictional appropriateness (e.g., gift cards, vouchers, or cash). Although recruitment approaches were site-specific, they were predominantly school-based or a combination of school- and community-based. Lessons learned included the importance of organization buy-in; communication, and advance planning; local travel and site peculiarities; and flexibility. Future monitoring of childhood obesity prevalence in the region should consider ways to integrate measurement activities into existing organizational infrastructures for sustainability and cost-effectiveness, while meeting programmatic (e.g. study) goals. PMID:29546153

  11. Lessons learned from national food fortification projects: experiences from Morocco, Uzbekistan, and Vietnam.

    PubMed

    Wirth, James P; Laillou, Arnaud; Rohner, Fabian; Northrop-Clewes, Christine A; Macdonald, Barbara; Moench-Pfanner, Regina

    2012-12-01

    Fortification of staple foods has been repeatedly recommended as an effective approach to reduce micronutrient deficiencies. With the increased number of fortification projects globally, there is a need to share practical lessons learned relating to their implementation and responses to project-related and external challenges. To document the achievements, challenges, lessons learned, and management responses associated with national fortification projects in Morocco, Uzbekistan, and Vietnam. Independent end-of-project evaluations conducted for each project served as the primary data source and contain the history of and project activities undertaken for, each fortification project. Other sources, including national policy documents, project reports from the Global Alliance for Improved Nutrition (GAIN) and other stakeholders, industry assessments, and peer-reviewed articles, were used to document the current responses to challenges and future project plans. All projects had key achievements related to the development of fortification standards and the procurement of equipment for participating industry partners. Mandatory fortification of wheat flour was a key success in Morocco and Uzbekistan. Ensuring the quality of fortified foods was a common challenge experienced across the projects, as were shifts in consumption patterns and market structures. Adjustments were made to the projects' design to address the challenges faced. National fortification projects are dynamic and must be continually modified in response to specific performance issues and broader shifts in market structure and consumption patterns.

  12. Recruitment Strategies and Lessons Learned from the Children's Healthy Living Program Prevalence Survey.

    PubMed

    Fialkowski, Marie K; Yamanaka, Ashley; Wilkens, Lynne R; Braun, Kathryn L; Butel, Jean; Ettienne, Reynolette; McGlone, Katalina; Remengesau, Shelley; Power, Julianne M; Johnson, Emihner; Gilmatam, Daisy; Fleming, Travis; Acosta, Mark; Belyeu-Camacho, Tayna; Shomour, Moria; Sigrah, Cecilia; Nigg, Claudio; Novotny, Rachel

    2016-01-01

    The US Affiliated Pacific region's childhood obesity prevalence has reached epidemic proportions. To guide program and policy development, a multi-site study was initiated, in collaboration with partners from across the region, to gather comprehensive information on the regional childhood obesity prevalence. The environmental and cultural diversity of the region presented challenges to recruiting for and implementing a shared community-based, public health research program. This paper presents the strategies used to recruit families with young children (n = 5775 for children 2 - 8 years old) for obesity-related measurement across eleven jurisdictions in the US Affiliated Pacific Region. Data were generated by site teams that provided summaries of their recruitment strategies and lessons learned. Conducting this large multi-site prevalence study required considerable coordination, time and flexibility. In every location, local staff knowledgeable of the community was hired to lead recruitment, and participant compensation reflected jurisdictional appropriateness (e.g., gift cards, vouchers, or cash). Although recruitment approaches were site-specific, they were predominantly school-based or a combination of school- and community-based. Lessons learned included the importance of organization buy-in; communication, and advance planning; local travel and site peculiarities; and flexibility. Future monitoring of childhood obesity prevalence in the region should consider ways to integrate measurement activities into existing organizational infrastructures for sustainability and cost-effectiveness, while meeting programmatic (e.g. study) goals.

  13. Sharing lessons learned and best practices in deactivation and decommissioning techniques among U.S. Department of Energy contractors

    DOE Office of Scientific and Technical Information (OSTI.GOV)

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

    2007-07-01

    Approximately $153.2 billion of work currently remains in the United States Department of Energy's (DOE's) Office of Environmental Management (EM) life cycle budget for United States projects. Contractors who manage facilities for the DOE have been challenged to identify transformational changes to reduce the life cycle costs and develop a knowledge management system that identifies, disseminates, and tracks the implementation of lessons learned and best practices. At the request of the DOE's EM Office of Engineering and Technology, the Energy Facility Contractors Group (EFCOG) responded to the challenge with formation of the Deactivation and Decommissioning (D and D) and Facilitymore » Engineering (DD/FE) Working Group. Since October 2006, members have already made significant progress in realizing their goals: adding new D and D best practices to the existing EFCOG Best Practices database; participating in lessons learned forums; and contributing to a DOE initiative on identifying technology needs. The group is also participating in a DOE project management initiative to develop implementation guidelines, as well as a DOE radiation protection initiative to institute a more predictable and standardized approach to approving authorized limits and independently verifying cleanup completion at EM sites. Finally, a D and D hotline to provide real-time solutions to D and D challenges is also being launched. (authors)« less

  14. Graduate students teaching elementary earth science through interactive classroom lessons

    NASA Astrophysics Data System (ADS)

    Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

    2014-12-01

    Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others, bring basic science to life in second grade classrooms. We will be happy to share their story and to make our lesson plans available to a broader audience.

  15. TARDIS: An Automation Framework for JPL Mission Design and Navigation

    NASA Technical Reports Server (NTRS)

    Roundhill, Ian M.; Kelly, Richard M.

    2014-01-01

    Mission Design and Navigation at the Jet Propulsion Laboratory has implemented an automation framework tool to assist in orbit determination and maneuver design analysis. This paper describes the lessons learned from previous automation tools and how they have been implemented in this tool. In addition this tool has revealed challenges in software implementation, testing, and user education. This paper describes some of these challenges and invites others to share their experiences.

  16. War Termination Concepts and Political, Economic and Military Targeting

    DTIC Science & Technology

    1978-03-01

    imposed by the level of military technology, also served to reduce the probability of transcultural conflict; thus shared value systems probably...from the Berlin Blockade in 1948 through the Cuban Missile Crisis , and, utilizing the "lessons learned" approach, reformulates deterrence theory on...aspect of which is the "general crisis of capitalism," presently said to be in its most severe phase since the 1930s. The present crisis , Soviet

  17. Assessing a Science Graduate School Recruitment Symposium.

    PubMed

    González-Espada, Wilson; Díaz-Muñoz, Greetchen; Feliú-Mójer, Mónica; Flores-Otero, Jacqueline; Fortis-Santiago, Yaihara; Guerrero-Medina, Giovanna; López-Casillas, Marcos; Colón-Ramos, Daniel A; Fernández-Repollet, Emma

    2015-12-01

    Ciencia Puerto Rico, a non-profit organization dedicated to promoting science, research and scientific education among Latinos, organized an educational symposium to provide college science majors the tools, opportunities and advice to pursue graduate degrees and succeed in the STEM disciplines. In this article we share our experiences and lessons learned, for others interested in developing large-scale events to recruit underrepresented minorities to STEM and in evaluating the effectiveness of these efforts.

  18. Assessing a Science Graduate School Recruitment Symposium

    PubMed Central

    González-Espada, Wilson; Díaz-Muñoz, Greetchen; Feliú-Mójer, Mónica; Flores-Otero, Jacqueline; Fortis-Santiago, Yaihara; Guerrero-Medina, Giovanna; López-Casillas, Marcos; Colón-Ramos, Daniel A.; Fernández-Repollet, Emma

    2015-01-01

    Ciencia Puerto Rico, a non-profit organization dedicated to promoting science, research and scientific education among Latinos, organized an educational symposium to provide college science majors the tools, opportunities and advice to pursue graduate degrees and succeed in the STEM disciplines. In this article we share our experiences and lessons learned, for others interested in developing large-scale events to recruit underrepresented minorities to STEM and in evaluating the effectiveness of these efforts. PMID:26770074

  19. Engineering Lessons Learned and Systems Engineering Applications

    NASA Technical Reports Server (NTRS)

    Gill, Paul S.; Garcia, Danny; Vaughan, William W.

    2005-01-01

    Systems Engineering is fundamental to good engineering, which in turn depends on the integration and application of engineering lessons learned. Thus, good Systems Engineering also depends on systems engineering lessons learned from within the aerospace industry being documented and applied. About ten percent of the engineering lessons learned documented in the NASA Lessons Learned Information System are directly related to Systems Engineering. A key issue associated with lessons learned datasets is the communication and incorporation of this information into engineering processes. As part of the NASA Technical Standards Program activities, engineering lessons learned datasets have been identified from a number of sources. These are being searched and screened for those having a relation to Technical Standards. This paper will address some of these Systems Engineering Lessons Learned and how they are being related to Technical Standards within the NASA Technical Standards Program, including linking to the Agency's Interactive Engineering Discipline Training Courses and the life cycle for a flight vehicle development program.

  20. Engineering Lessons Learned and Systems Engineering Applications

    NASA Technical Reports Server (NTRS)

    Gill, Paul S.; Garcia, Danny; Vaughan, William W.

    2005-01-01

    Systems Engineering is fundamental to good engineering, which in turn depends on the integration and application of engineering lessons learned and technical standards. Thus, good Systems Engineering also depends on systems engineering lessons learned from within the aerospace industry being documented and applied. About ten percent of the engineering lessons learned documented in the NASA Lessons Learned Information System are directly related to Systems Engineering. A key issue associated with lessons learned datasets is the communication and incorporation of this information into engineering processes. Systems Engineering has been defined (EINIS-632) as "an interdisciplinary approach encompassing the entire technical effort to evolve and verify an integrated and life-cycle balanced set of system people, product, and process solutions that satisfy customer needs". Designing reliable space-based systems has always been a goal for NASA, and many painful lessons have been learned along the way. One of the continuing functions of a system engineer is to compile development and operations "lessons learned" documents and ensure their integration into future systems development activities. They can produce insights and information for risk identification identification and characterization. on a new project. Lessons learned files from previous projects are especially valuable in risk

  1. Lessons Learned and Technical Standards: A Logical Marriage

    NASA Technical Reports Server (NTRS)

    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.

  2. Lessons Learned in Engineering

    NASA Technical Reports Server (NTRS)

    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.

  3. Applying Collaborative Learning and Quality Improvement to Public Health: Lessons from the Collaborative Improvement and Innovation Network (CoIIN) to Reduce Infant Mortality.

    PubMed

    Ghandour, Reem M; Flaherty, Katherine; Hirai, Ashley; Lee, Vanessa; Walker, Deborah Klein; Lu, Michael C

    2017-06-01

    Infant mortality remains a significant public health problem in the U.S. The Collaborative Improvement & Innovation Network (CoIIN) model is an innovative approach, using the science of quality improvement and collaborative learning, which was applied across 13 Southern states in Public Health Regions IV and VI to reduce infant mortality and improve birth outcomes. We provide an in-depth discussion of the history, development, implementation, and adaptation of the model based on the experience of the original CoIIN organizers and participants. In addition to the political genesis and functional components of the initiative, 8 key lessons related to staffing, planning, and implementing future CoIINs are described in detail. This paper reports the findings from a process evaluation of the model. Data on the states' progress toward reducing infant mortality and improving birth outcomes were collected through a survey in the final months of a 24-month implementation period, as well as through ongoing team communications. The peer-to-peer exchange and platform for collaborative learning, as well as the sharing of data across the states, were major strengths and form the foundation for future CoIIN efforts. A lasting legacy of the initiative is the unique application and sharing of provisional "real time" data to inform "real time" decision-making. The CoIIN model of collaborative learning, QI, and innovation offers a promising approach to strengthening partnerships within and across states, bolstering data systems to inform and track progress more rapidly, and ultimately accelerating improvement toward healthier communities, States, and the Nation as a whole.

  4. Team-building activities as strategies for improving community-university partnerships: lessons learned from Nuestro Futuro Saludable.

    PubMed

    Ndulue, Uchenna; Peréa, Flavia C; Kayou, Bashier; Martinez, Linda Sprague

    2012-01-01

    Collaboration characterized by mutual capacity building, asset sharing, and tangible outcomes that work to further health equity are central tenets of community-based participatory (CBPR) approaches to research. Such efforts require the establishment, development, and maintenance of trusting relationships between community and institutional stakeholders. The objective of the strategies discussed here was to strengthen a community-academic partnership by facilitating communication and empowering project partners. Team-building activities and experiential exercises were intentionally utilized with project stakeholders to clarify roles and responsibilities, provide alternative avenues for authentic communication, and share power. Team-building activities can be effective in promoting CBPR partnerships when utilized appropriately. Through the course of the partnership building process, best practices emerged for utilizing experiential learning exercises to enhance partnership dynamics. Team-building activities provide a useful tool for developing supportive environments that encourage open dialogue.

  5. Confessions of an Accidental E/POnomer, from in Front of the Camera and Behind the Pixels

    NASA Astrophysics Data System (ADS)

    Durda, Daniel D.

    2015-11-01

    The various techniques, styles, and venues for popularizing the research outputs from our planetary science community reflect the diversity of the community itself. While some are eloquent public speakers or gifted writers, other colleagues are regularly sought for television appearances or for artwork to illustrate press releases. Whatever the method or medium, the collection of experiences we have had in ‘getting the word out’ represents a valuable resource pool of ideas and lessons learned from which we can all learn and improve. I will share some of my experiences from working with a number of television productions and magazine editors, with some thoughts on contemporary television production styles. I will also discuss life as both a planetary scientist and digital artist and share some resources that are ready, willing, and quite able to help tell the visual story of your research.

  6. RE-AIM in Clinical, Community, and Corporate Settings: Perspectives, Strategies, and Recommendations to Enhance Public Health Impact

    PubMed Central

    Harden, Samantha M.; Smith, Matthew Lee; Ory, Marcia G.; Smith-Ray, Renae L.; Estabrooks, Paul A.; Glasgow, Russell E.

    2018-01-01

    The RE-AIM Framework is a planning and evaluation model that has been used in a variety of settings to address various programmatic, environmental, and policy innovations for improving population health. In addition to the broad application and diverse use of the framework, there are lessons learned and recommendations for the future use of the framework across clinical, community, and corporate settings. The purposes of this article are to: (A) provide a brief overview of the RE-AIM Framework and its pragmatic use for planning and evaluation; (B) offer recommendations to facilitate the application of RE-AIM in clinical, community, and corporate settings; and (C) share perspectives and lessons learned about employing RE-AIM dimensions in the planning, implementation, and evaluation phases within these different settings. In this article, we demonstrate how the RE-AIM concepts and elements within each dimension can be applied by researchers and practitioners in diverse settings, among diverse populations and for diverse health topics. PMID:29623270

  7. States, Earth Science, and Decision-Making: Five Years of Lessons Learned by the NASA DEVELOP National Program Working with a State Government

    NASA Astrophysics Data System (ADS)

    Favors, J.; Ruiz, M. L.; Rogers, L.; Ross, K. W.; Childs-Gleason, L. M.; Allsbrook, K. N.

    2017-12-01

    Over a five-year period that spanned two administrations, NASA's DEVELOP National Program engaged in a partnership with the Government of the Commonwealth of Virginia to explore the use of Earth observations in state-level decision making. The partnership conducted multiple applied remote sensing projects with DEVELOP and utilized a shared-space approach, where the Virginia Governor's Office hosted NASA DEVELOP participants to mature the partnership and explore additional science opportunities in the Commonwealth. This presentation will provide an overview of various lessons learned from working in an administrative and policy environment, fostering the use of science in such an environment, and building substantive relationships with non-technical partners. An overview of the projects conducted in this partnership will provide an opportunity to explore specific best practices that enhanced the work and provide tips to enhance the potential for success for other science and technology organizations considering similar partnerships.

  8. Lessons learned in global family medicine education from a Besrour Centre capacity-building workshop.

    PubMed

    Dyck, Clayton; Kvern, Brent; Wu, Edith; McKee, Ryan; Redwood-Campbell, Lynda

    2016-09-01

    At a global level, institutions and governments with remarkably different cultures and contexts are rapidly developing family medicine centred health and training programmes. Institutions with established family medicine programmes are willing to lend expertise to these global partners but run the risk of imposing a postcolonial, directive approach when providing consultancy and educational assistance. Reflecting upon a series of capacity building workshops in family medicine developed by the Besrour Centre Faculty Development Working Group, this paper outlines approaches to the inevitable challenges that arise between healthcare professionals and educators of differing contexts when attempting to share experience and expertise. Lessons learned from the developers of these workshops are presented in the desire to help others offer truly collaborative, context-centred faculty development activities that help emerging programmes develop their own clinical and educational family medicine frameworks. Established partner relationships, adequate preparation and consultation, and adaptability and sensitivity to partner context appear to be particularly significant determinants for success.

  9. Prospects for regulated competition in the health care system: what can China learn from Russia's experience?

    PubMed

    Xu, Weiwei; Sheiman, Igor; van de Ven, Wynand P M M; Zhang, Wei

    2011-05-01

    As China explores new directions to reform its health care system, regulated competition among both insurers and providers of care might be one potential model. The Russian Federation in 1993 implemented legislation intended to stimulate such regulated competition in the health care sector. The subsequent progress and lessons learned over these 17 years can shed light on and inform the future evolution of the Chinese system. In this paper, we list the necessary pre-conditions for reaping the benefits of regulated competition in the health care sector. We indicate to what extent these conditions are being fulfilled in the post-reform Russian and current Chinese health care systems. We draw lessons from the Russian experience for the Chinese health care system, which shares a similar economic and political background with the pre-reform Russian health care system in terms of the starting point of the reform, and analyse the prospects for regulated competition in China.

  10. The Value of Successful MBSE Adoption

    NASA Technical Reports Server (NTRS)

    Parrott, Edith

    2016-01-01

    The value of successful adoption of Model Based System Engineering (MBSE) practices is hard to quantify. Most engineers and project managers look at the success in terms of cost. But there are other ways to quantify the value of MBSE and the steps necessary to achieve adoption. The Glenn Research Center (GRC) has been doing Model-Based Engineering (design, structural, etc.) for years, but the system engineering side has not. Since 2010, GRC has been moving from documents centric to MBSE/SysML. Project adoption of MBSE has been slow, but is steadily increasing in both MBSE usage and complexity of generated products. Sharing of knowledge of lessons learned in the implementation of MBSE/SysML is key for others who want to be successful. Along with GRC's implementation, NASA is working hard to increase the successful implementation of MBSE across all the other centers by developing guidelines, templates and libraries for projects to utilize. This presentation will provide insight into recent GRC and NASA adoption efforts, lessons learned and best practices.

  11. The Asian American Hepatitis B Program: Building a Coalition to Address Hepatitis B Health Disparities

    PubMed Central

    Trinh-Shevrin, Chau; Pollack, Henry J.; Tsang, Thomas; Park, Jihyun; Ramos, Mary Ruchel; Islam, Nadia; Wang, Su; Chun, Kay; Sim, Shao-Chee; Pong, Perry; Rey, Mariano Jose; Kwon, Simona C.

    2012-01-01

    Background Community coalitions are increasingly recognized as important strategies for addressing health disparities. By providing the opportunity to pool resources, they provide a means to develop and sustain innovative approaches to affect community health. Objectives This article describes the challenges and lessons learned in building the Asian American Hepatitis B Program (AAHBP) coalition to conduct a community-based participatory research (CBPR) initiative to address hepatitis B (HBV) among New York City Asian-American communities. Methods Using the stages of coalition development as a framework, a comprehensive assessment of the process of developing and implementing the AAHBP coalition is presented. Lessons Learned Findings highlight the importance of developing a sound infrastructure and set of processes to foster a greater sense of ownership, shared vision, and investment in the program. Conclusion Grassroots community organizing and campus–community partnerships can be successfully leveraged to address and prevent a significant health disparity in an underserved and diverse community. PMID:22080774

  12. Teaching strategies in the learning of highest common factor and lowest common multiple

    NASA Astrophysics Data System (ADS)

    Halim, N. L. A.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

    2017-12-01

    The main purpose of this study is to improve students’ understanding of Highest Common Factor (HCF) and Lowest Common Multiple (LCM). Several alternative teaching strategies were integrated in the Year 7 lessons involving 20 students from one secondary school in Brunei Darussalam. The categories identified in the teaching strategy were the application of group work, embedding real-life problems, using presentations and the traditional drilling practice method. An open-ended survey was disseminated to collate the students’ feedback, and among the questions posed was in relation to the different types of lesson activities utilised within each of the teaching strategies. Although 55% of the students preferred the traditional drilling practice on the calculation of HCF and LCM, mainly due to the ease of the task as opposed to activities involving real-life problems, the findings also indicated that most students favour sharing their ideas in a healthy competition learning style between each other or between the groups.

  13. Ready or not, disasters happen.

    PubMed

    Orr, Martha L

    2002-01-01

    The New York State Nurses Association was--as was the entire country--plunged into disaster response mode by 9:30 am on the morning of Tuesday, September 11, 2001. Although the association had engaged in limited disaster planning prior to this event, that planning was in terms of an internal disaster such as a fire in our headquarters building. There was no plan for responding to a community catastrophe of the magnitude being experienced. The association faced unique challenges--including the fact that our New York City offices are located near ground zero--but was fortunate in having expert resource persons on staff and available to organize a response. Since September, the association has applied the lessons learned from this experience and developed a comprehensive disaster plan for the future. The purpose of this article is to share those lessons learned with the community of nursing associations in the hope that others can use the information to build effective disaster plans of their own.

  14. Dealing with Processing Chapter 10 Files from Multiple Vendors

    NASA Technical Reports Server (NTRS)

    Knudtson, Kevin Mark

    2011-01-01

    This presentation discusses the experiences of the NASA Dryden Flight Research Center's (DFRC) Western Aeronautical Test Range (WATR) in dealing with the problems encountered while performing post flight data processing using the WATR's data collection/processing system on Chapter 10 files from different Chapter 10 recorders. The transition to Chapter 10 recorders has brought Vvith it an assortment of issues that must be addressed: the ambiguities of language in the Chapter 10 standard, the unrealistic near-term expectations of the Chapter 10 standard, the incompatibility of data products generated from Chapter 10 recorders, and the unavailability of mature Chapter 10 applications. Some of these issues properly belong to the users of Chapter 10 recorders, some to the manufacturers, and some to the flight test community at large. The goal of this presentation is to share the WATR's lesson learned in processing data products from various Chapter 10 recorder vendors. The WATR could benefit greatly in the open forum Vvith lessons learned discussions with other members of the flight test community.

  15. Lessons Learned from Preparing OSIRIS-REx Spectral Analog Samples for Bennu

    NASA Technical Reports Server (NTRS)

    Schrader, D. L.; McCoy, T. J.; Cody, G. D.; King, A. J.; Schofield, P. F.; Russell, S. S.; Connolly, H. C., Jr.; Keller, L. P.; Donaldson Hanna, K.; Bowles, N.; hide

    2017-01-01

    NASA's OSIRIS-REx sample return mission launched on September 8th, 2016 to rendezvous with B-type asteroid (101955) Bennu in 2018. Type C and B asteroids have been linked to carbonaceous chondrites because of their similar visible - to - near infrared (VIS-NIR) spectral properties [e.g., 1,2]. The OSIRIS-REx Visible and Infrared Spectrometer (OVIRS) and the Thermal Emission Spectrometer (OTES) will make spectroscopic observations of Bennu during the encounter. Constraining the presence or absence of hydrous minerals (e.g., Ca-carbonate, phyllosilicates) and organic molecules will be key to characterizing Bennu [3] prior to sample site selection. The goal of this study was to develop a suite of analog and meteorite samples and obtain their spectral properties over the wavelength ranges of OVIRS (0.4- 4.3 micrometer) and OTES (5.0-50 micrometer). These spectral data were used to validate the mission science-data processing system. We discuss the reasoning behind the study and share lessons learned.

  16. Unmanned Ground Vehicle (UGV) Lessons Learned

    DTIC Science & Technology

    2001-11-01

    iii 1. INTRODUCTION ....................................................................................................... 1 1.1... INTRODUCTION 1.1 PURPOSE The purpose of this effort is to compile Lessons Learned from the unmanned ground vehicle (UGV) programs that could be relevant to... introduction of gunpowder, this lesson was no longer valid. Castles crumbled and new lessons had to be learned. One such lesson was that the faster

  17. Lesson Learning at JPL

    NASA Technical Reports Server (NTRS)

    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

  18. Lessons Learned from Cosmic Serpent: A Professional Development Project for Informal Educators on Science and Native Ways of Knowing

    NASA Astrophysics Data System (ADS)

    Peticolas, L. M.; Maryboy, N.; Begay, D.; Paglierani, R.; Frappier, R.; Teren, A.

    2011-09-01

    How can one engage native communities and the public alike in understanding nature and our universe? Our approach has been to bring together practitioners at informal science centers, cultural museums, and tribal museums to develop relationships cross-culturally, to learn about different ways of studying and learning about nature and our universe, and to start to develop informal education programs or exhibits at their institution through their new understandings and peer networks. The design of this National Science Foundation (NSF) grant has been to provide an initial week-long professional development workshop in a region in the Western U.S. with a follow-up workshop in that region the following year, culminating in a final conference for all participants. We focus on three regions: the southwest (Utah, Arizona, New Mexico, and Colorado), the northwest (Alaska, Washington, and Oregon); and California. We are in our third year of our four-year grant and have in this time organized and run three regional week-long workshops and a follow-up workshop in the southwest. We have learned many lessons through this work, including: the importance of incorporating workshop participants as presenters in the workshop agenda; how the content of astronomy, ecology, and health resonates with these museum professionals and can easily be discussed with different world views in this type of cross-cultural science education; and how to best present different ways of knowing how nature and our universe work (science) in a manner that provides a context for science educators and museum professionals. In this article, we share these and other lessons we have learned from the leadership perspective of bringing together such a diverse and under-represented-in-science group of educators.

  19. 77 FR 64565 - Solicitation of Feedback and Lessons-Learned from the Pilot of the Revised Construction Reactor...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-10-22

    ... NUCLEAR REGULATORY COMMISSION [NRC-2012-0249] Solicitation of Feedback and Lessons-Learned from... or the Commission) is soliciting feedback and lessons-learned from members of the public, licensees... constructed in accordance with the licensing basis. The NRC has applied lessons- learned from the prior plants...

  20. Lessons Learned in Engineering. Supplement

    NASA Technical Reports Server (NTRS)

    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.

  1. Medicaid medical directors quality improvement studies: a case study of evolving methods for a research network.

    PubMed

    Fairbrother, Gerry; Trudnak, Tara; Griffith, Katherine

    2014-01-01

    To describe the evolution of methods and share lessons learned from conducting multi-state studies with Medicaid Medical Directors (MMD) using state administrative data. There was a great need for these studies, but also much to be learned about conducting network-based research and ensuring comparability of results. This was a network-level case study. The findings were drawn from the experience developing and executing network analyses with the MMDs, as well as from participant feedback on lessons learned. For the latter, nine interviews with MMD project leads, state data analysts, and outside researchers involved with the projects were conducted. Interviews were transcribed, coded and analyzed using NVivo 10.0 analytic software. MMD study methodology involved many steps: developing research questions, defining data specifications, organizing an aggregated data collection spreadsheet form, assuring quality through review, and analyzing and reporting state data at the national level. State analysts extracted the data from their state Medicaid administrative (claims) databases (and sometimes other datasets). Analysis at the national level aggregated state data overall, by demographics and other sub groups, and displayed descriptive statistics and cross-tabs. Projects in the MMD multi-state network address high-priority clinical issues in Medicaid and impact quality of care through sharing of data and policies among states. Further, these studies contribute not only to high-quality, cost-effective health care for Medicaid beneficiaries, but also add to our knowledge of network-based research. Continuation of these studies requires funding for a permanent research infrastructure nationally, as well as at the state-level to strengthen capacity.

  2. Operational Level Information Sharing Between the U.S. Navy and Southeast Asia Maritime Institutions

    DTIC Science & Technology

    2017-06-09

    material for the case study. The Seventh Fleet lessons learned and media documentary of the multinational search for Malaysia Airlines flight MH370...transnational partners.3 2 In its 2015 Asia-Pacific Maritime Security Strategy, the U.S. Department of Defense outlined a framework to manage these...Southeast Asia maritime region—and particularly in the SCS—is too extensive for the U.S., or any single stakeholder, to manage unilaterally.8 The

  3. A Review of Selected International Aircraft Spares Pooling Programs: Lessons Learned for F-35 Spares Pooling

    DTIC Science & Technology

    2016-01-01

    fund its share of program costs , and how the program will manage divergence from a common configuration baseline. In the formal agreement establishing...total spare parts than if all the participants operated on a purely national basis because of differentials in demand, particularly for high- cost parts...by the House of Commons Committee of Public Accounts , whose findings were published in 2011, the international spares pooling contracts did not work

  4. Strengthening of causality assessment of adverse events following immunization in the WHO South East Asia and Western Pacific regions: Lessons from the 2014 SEAR inter-country workshop.

    PubMed

    MacDonald, Noni E; Guichard, Stephane; Amarasinghe, Ananda; Balakrishnan, Madhava Ram

    2015-11-27

    Poorly managed AEFI undermine immunization programs. Improved surveillance in SEAR countries means more AEFIs but management varies. SEAR brought countries together to share AEFI experiences, and learn more about causality assessment. Three day 10 country workshop (9 SEAR; 1 WPR). Participants outlined county AEFI experiences, undertook causality assessment for 8 AEFIs using WHO methodology, critiqued the process by questionnaire and had a discussion. All 10 valued AEFI monitoring and causality assessment, and praised the opportunity to share experiences. Participants determined a range of AEFI and causality assessment needs in SEAR such as adapting WHO Algorithm, CIOMS/Brighton definitions, WHO verbal autopsy to fit context, requesting a practical guide--AEFI definition, time interval, rates of AEFI for different vaccines and evidence for vaccine related causes of death under 24h. LMIC need WHO AEFI tools adapted to better fit LMIC. Learning from each other builds capacity. Sharing AEFI experiences, case reviews help LMIC improve practices. Copyright © 2015. Published by Elsevier Ltd.

  5. The AirWaterGas Teacher Professional Development Program: Lessons Learned by Pairing Scientists and Teachers to Develop Curriculum on Global Climate Change and Regional Unconventional Oil and Gas Development

    NASA Astrophysics Data System (ADS)

    Gardiner, L. S.; Hatheway, B.; Rogers, J. D.; Casey, J. G.; Lackey, G.; Birdsell, D.; Brown, K.; Polmear, M.; Capps, S.; Rosenblum, J.; Sitterley, K.; Hafich, K. A.; Hannigan, M.; Knight, D.

    2015-12-01

    The AirWaterGas Teacher Professional Development Program, run by the UCAR Center for Science Education, brought together scientists and secondary science teachers in a yearlong program culminating in the development of curriculum related to the impacts of unconventional oil and gas development. Graduate students and research scientists taught about their research area and its relationship to oil and gas throughout three online courses during the 2015-16 school year, during which teachers and scientists engaged in active online discussions. Topics covered included climate change, oil and gas infrastructure, air quality, water quality, public health, and practices and policies relating to oil and gas development. Building upon their initial online interactions and a face-to-face meeting in March, teachers were paired with appropriate AirWaterGas team members as science advisors during a month-long residency in Boulder, Colorado. During the residency, graduate student scientists provided resources and feedback as teachers developed curriculum projects in collaboration with each other and UCAR science educators. Additionally, teachers and AirWaterGas researchers shared experiences on an oil and gas well site tour, and a short course on drilling methods with a drilling rig simulator. Here, we share lessons learned from both sides of the aisle, including initial results from program assessment conducted with the participating teachers.

  6. Lessons learned from facilitating the state and tribal government working group

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Kurstedt, H.A. Jr.

    1994-12-31

    Thirteen lessons learned from my experience in facilitating the State and Tribal Government Working Group for the U.S. Department of Energy have been identified. The conceptual base for supporting the veracity of each lesson has been developed and the lessons are believed to be transferable to any stakeholder group. The crux of stakeholder group success if the two-directional, two-mode empowerment required in this case. Most of the lessons learned deal with the scope of that empowerment. A few of the lessons learned deal with the operations of the group.

  7. The first SPIE software Hack Day

    NASA Astrophysics Data System (ADS)

    Kendrew, S.; Deen, C.; Radziwill, N.; Crawford, S.; Gilbert, J.; Gully-Santiago, M.; Kubánek, P.

    2014-07-01

    We report here on the software Hack Day organised at the 2014 SPIE conference on Astronomical Telescopes and Instrumentation in Montréal. The first ever Hack Day to take place at an SPIE event, the aim of the day was to bring together developers to collaborate on innovative solutions to problems of their choice. Such events have proliferated in the technology community, providing opportunities to showcase, share and learn skills. In academic environments, these events are often also instrumental in building community beyond the limits of national borders, institutions and projects. We show examples of projects the participants worked on, and provide some lessons learned for future events.

  8. 77 FR 14446 - Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, “Buried and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-09

    ... NUCLEAR REGULATORY COMMISSION [NRC-2012-0055] Changes to the Generic Aging Lessons Learned (GALL... Aging Lessons Learned (GALL) Report,'' and the NRC staff's aging management review procedure and... into ADAMS. II. Background The NRC issues LR-ISGs to communicate insights and lessons learned and to...

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

    ERIC Educational Resources Information Center

    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…

  10. A Cyber Enabled Collaborative Environment for Creating, Sharing and Using Data and Modeling Driven Curriculum Modules for Hydrology Education

    NASA Astrophysics Data System (ADS)

    Merwade, V.; Ruddell, B. L.; Fox, S.; Iverson, E. A. R.

    2014-12-01

    With the access to emerging datasets and computational tools, there is a need to bring these capabilities into hydrology classrooms. However, developing curriculum modules using data and models to augment classroom teaching is hindered by a steep technology learning curve, rapid technology turnover, and lack of an organized community cyberinfrastructure (CI) for the dissemination, publication, and sharing of the latest tools and curriculum material for hydrology and geoscience education. The objective of this project is to overcome some of these limitations by developing a cyber enabled collaborative environment for publishing, sharing and adoption of data and modeling driven curriculum modules in hydrology and geosciences classroom. The CI is based on Carleton College's Science Education Resource Center (SERC) Content Management System. Building on its existing community authoring capabilities the system is being extended to allow assembly of new teaching activities by drawing on a collection of interchangeable building blocks; each of which represents a step in the modeling process. Currently the system hosts more than 30 modules or steps, which can be combined to create multiple learning units. Two specific units: Unit Hydrograph and Rational Method, have been used in undergraduate hydrology class-rooms at Purdue University and Arizona State University. The structure of the CI and the lessons learned from its implementation, including preliminary results from student assessments of learning will be presented.

  11. Initiating collaboration among organ transplant professionals through Web portals and mobile applications.

    PubMed

    Alexander, Susan; Hoy, Haley; Maskey, Manil; Conover, Helen; Gamble, John; Fraley, Anne

    2013-05-13

    The knowledge base for healthcare providers working in the field of organ transplantation has grown exponentially. However, the field has no centralized 'space' dedicated to efficient access and sharing of information. The ease of use and portability of mobile applications (apps) make them ideal for subspecialists working in complex healthcare environments. In this article, the authors review the literature related to healthcare technology; describe the development of health-related technology; present their mobile app pilot project assessing the effects of a collaborative, mobile app based on a freely available content manage framework; and report their findings. They conclude by sharing both lessons learned while completing this project and future directions.

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

    ERIC Educational Resources Information Center

    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. Brownfields City of Cleveland: Deconstruction Lessons Learned Report

    EPA Pesticide Factsheets

    This technical memorandum presents an overview of Cleveland’s current deconstruction initiative goals and lessons learned (in the Cleveland area) and potential strategies for addressing lessons learned.

  14. 77 FR 46127 - Interim Staff Guidance on Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-02

    ... Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, ``Buried and Underground Piping and Tanks... AMPs in NUREG-1801, Revision 2, ``Generic Aging Lessons Learned (GALL) Report,'' and the NRC staff's... issues LR-ISG to communicate insights and lessons learned and to address emergent issues not covered in...

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

    PubMed

    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.

  16. The Final Count Down: A Review of Three Decades of Flight Controller Training Methods for Space Shuttle Mission Operations

    NASA Technical Reports Server (NTRS)

    Dittermore, Gary; Bertels, Christie

    2011-01-01

    Operations of human spaceflight systems is extremely complex; therefore, the training and certification of operations personnel is a critical piece of ensuring mission success. Mission Control Center (MCC-H), at the Lyndon B. Johnson Space Center in Houston, Texas, manages mission operations for the Space Shuttle Program, including the training and certification of the astronauts and flight control teams. An overview of a flight control team s makeup and responsibilities during a flight, and details on how those teams are trained and certified, reveals that while the training methodology for developing flight controllers has evolved significantly over the last thirty years the core goals and competencies have remained the same. In addition, the facilities and tools used in the control center have evolved. Changes in methodology and tools have been driven by many factors, including lessons learned, technology, shuttle accidents, shifts in risk posture, and generational differences. Flight controllers share their experiences in training and operating the space shuttle. The primary training method throughout the program has been mission simulations of the orbit, ascent, and entry phases, to truly train like you fly. A review of lessons learned from flight controller training suggests how they could be applied to future human spaceflight endeavors, including missions to the moon or to Mars. The lessons learned from operating the space shuttle for over thirty years will help the space industry build the next human transport space vehicle.

  17. Lessons learned from the development of health applications in a tertiary hospital.

    PubMed

    Park, Joong-Yeol; Lee, Guna; Shin, Soo-Yong; Kim, Jeong Hun; Han, Hye-Won; Kwon, Tae-Wan; Kim, Woo Sung; Lee, Jae Ho

    2014-03-01

    Adoption of smart devices for hospital use has been increasing with the development of health applications (apps) for patient point-of-care and hospital management. To promote the use of health apps, we describe the lessons learned from developing 12 health apps in the largest tertiary hospital in Korea. We reviewed and analyzed 12 routinely used apps in three categories-Smart Clinic, Smart Patient, and Smart Hospital-based on target users and functions. The log data for each app were collected from the date of release up until December 2012. Medical personnel accessed a mobile electronic medical record app classified as Smart Clinic an average of 452 times per day. Smart Hospital apps are actively used to communicate with each other. Patients logged on to a mobile personal health record app categorized as Smart Patient an average of 222 times per day. As the mobile trend, the choice of supporting operating system (OS) is more difficult. By developing these apps, a monitoring system is needed for evaluation. We described the lessons learned regarding OS support, device choice, and developmental strategy. The OS can be chosen according to market share or hospital strategic plan. Smartphones were favored compared with tablets. Alliance with an information technology company can be the best way to develop apps. Health apps designed for smart devices can be used to improve healthcare. However, to develop health apps, hospitals must define their future goals and carefully consider all the aspects.

  18. Collecting, Integrating, and Disseminating Patient-Reported Outcomes for Research in a Learning Healthcare System

    PubMed Central

    Harle, Christopher A.; Lipori, Gloria; Hurley, Robert W.

    2016-01-01

    Introduction: Advances in health policy, research, and information technology have converged to increase the electronic collection and use of patient-reported outcomes (PROs). Therefore, it is important to share lessons learned in implementing PROs in research information systems. Case Description: The purpose of this case study is to describe a novel information system for electronic PROs and lessons learned in implementing that system to support research in an academic health center. The system incorporates freely available and commercial software and involves clinical and research workflows that support the collection, transformation, and research use of PRO data. The software and processes that comprise the system serve three main functions, (i) collecting electronic PROs in clinical care, (ii) integrating PRO data with non-patient generated clinical data, and (iii) disseminating data to researchers through the institution’s research informatics infrastructure, including the i2b2 (Informatics for Integrating Biology and the Bedside) system. Strategies: Our successful design and implementation was driven by three overarching strategies. First, we selected and implemented multiple interfaced technologies to support PRO collection, management, and research use. Second, we aimed to use standardized approaches to measuring PROs, sending PROs between systems, and disseminating PROs. Finally, we focused on using technologies and processes that aligned with existing clinical research information management strategies within our organization. Conclusion: These experiences and lessons may help future implementers and researchers enhance the scale and sustainable use of systems for research use of PROs. PMID:27563683

  19. Collecting, Integrating, and Disseminating Patient-Reported Outcomes for Research in a Learning Healthcare System.

    PubMed

    Harle, Christopher A; Lipori, Gloria; Hurley, Robert W

    2016-01-01

    Advances in health policy, research, and information technology have converged to increase the electronic collection and use of patient-reported outcomes (PROs). Therefore, it is important to share lessons learned in implementing PROs in research information systems. The purpose of this case study is to describe a novel information system for electronic PROs and lessons learned in implementing that system to support research in an academic health center. The system incorporates freely available and commercial software and involves clinical and research workflows that support the collection, transformation, and research use of PRO data. The software and processes that comprise the system serve three main functions, (i) collecting electronic PROs in clinical care, (ii) integrating PRO data with non-patient generated clinical data, and (iii) disseminating data to researchers through the institution's research informatics infrastructure, including the i2b2 (Informatics for Integrating Biology and the Bedside) system. Our successful design and implementation was driven by three overarching strategies. First, we selected and implemented multiple interfaced technologies to support PRO collection, management, and research use. Second, we aimed to use standardized approaches to measuring PROs, sending PROs between systems, and disseminating PROs. Finally, we focused on using technologies and processes that aligned with existing clinical research information management strategies within our organization. These experiences and lessons may help future implementers and researchers enhance the scale and sustainable use of systems for research use of PROs.

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

    PubMed

    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.

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

    NASA Astrophysics Data System (ADS)

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

    2009-12-01

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

  2. Caring teaching practices in multiethnic mathematics classrooms: attending to health and well-being

    NASA Astrophysics Data System (ADS)

    Averill, Robin

    2012-06-01

    Factors that contribute to strong teacher-student relationships are vital to understand because of the influence these relationships have on achievement and motivation, particularly for minority group students. This article draws from a substantial quantity of empirical data, grounded in a wide theoretical and cultural base, regarding aspects of caring teacher practice to discuss mathematics teacher behaviours in relation to an existing model of health and well-being that encompasses cognitive, social, spiritual, and physical dimensions. Drawing from 100 Year 10 mathematics lesson observations involving six teachers and their classes across three urban schools, evidence emerged that for many indigenous (Māori), New Zealand Pacific, and New Zealand European students, caring teacher behaviours important for student engagement and achievement both include, and range beyond, traditional teaching practices. Examples include capitalising on student reactions and shared endeavours within the context of mathematics learning, expecting mathematical progress, showing respect for students and for their mathematics learning, being explicit about practice and expectations, incorporating one-to-one interactions, making opportunities within mathematics learning for sharing personal identities, and incorporating movement. This research illustrates how mathematics educators can attend to the specific and holistic mathematical learning needs of their students, including those often marginalised.

  3. Teacher Responses to Learning Cycle Science Lessons for Early Childhood Education

    NASA Astrophysics Data System (ADS)

    Kraemer, Emily N.

    Three learning cycle science lessons were developed for preschoolers in an early childhood children's center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed.

  4. Building technological capability within satellite programs in developing countries

    NASA Astrophysics Data System (ADS)

    Wood, Danielle; Weigel, Annalisa

    2011-12-01

    This paper explores the process of building technological capability in government-led satellite programs within developing countries. The key message is that these satellite programs can learn useful lessons from literature in the international development community. These lessons are relevant to emerging satellite programs that leverage international partnerships in order to establish local capability to design, build and operate satellites. Countries with such programs include Algeria, Nigeria, Turkey, Malaysia and the United Arab Emirates. The paper first provides background knowledge about space activity in developing countries, and then explores the nuances of the lessons coming from the international development literature. Developing countries are concerned with satellite technology because satellites provide useful services in the areas of earth observation, communication, navigation and science. Most developing countries access satellite services through indirect means such as sharing data with foreign organizations. More countries, however, are seeking opportunities to develop satellite technology locally. There are objective, technically driven motivations for developing countries to invest in satellite technology, despite rich debate on this topic. The paper provides a framework to understand technical motivations for investment in satellite services, hardware, expertise and infrastructure in both short and long term. If a country decides to pursue such investments they face a common set of strategic decisions at the levels of their satellite program, their national context and their international relationships. Analysis of past projects shows that countries have chosen diverse strategies to address these strategic decisions and grow in technological capability. What is similar about the historical examples is that many countries choose to leverage international partnerships as part of their growth process. There are also historical examples from outside the space arena in which organizations have pursued technological capability. Scholars have analyzed these examples and developed insightful frameworks. The paper draws key concepts from this literature about the nature of development, technology, knowledge and organizational learning. These concepts are relevant to learning in new satellite programs, but the ideas must be applied cautiously because of the nature of satellite technology. The paper draws three major lessons from the international development literature regarding absorptive capacity, tacit knowledge and organizational learning; it synthesizes these lessons into a cohesive, original framework. The closing section proposes future work on a detailed study of technological learning in specific government satellite programs.

  5. Development and Implementation of Culturally Tailored Offline Mobile Health Surveys.

    PubMed

    McIntosh, Scott; Pérez-Ramos, José; Demment, Margaret M; Vélez Vega, Carmen; Avendaño, Esteban; Ossip, Deborah J; Dye, Timothy D

    2016-06-02

    In low and middle income countries (LMICs), and other areas with low resources and unreliable access to the Internet, understanding the emerging best practices for the implementation of new mobile health (mHealth) technologies is needed for efficient and secure data management and for informing public health researchers. Innovations in mHealth technology can improve on previous methods, and dissemination of project development details and lessons learned during implementation are needed to provide lessons learned to stakeholders in both the United States and LMIC settings. The aims of this paper are to share implementation strategies and lessons learned from the development and implementation stages of two survey research projects using offline mobile technology, and to inform and prepare public health researchers and practitioners to implement new mobile technologies in survey research projects in LMICs. In 2015, two survey research projects were developed and piloted in Puerto Rico and pre-tested in Costa Rica to collect face-to-face data, get formative evaluation feedback, and to test the feasibility of an offline mobile data collection process. Fieldwork in each setting involved survey development, back translation with cultural tailoring, ethical review and approvals, data collector training, and piloting survey implementation on mobile tablets. Critical processes and workflows for survey research projects in low resource settings were identified and implemented. This included developing a secure mobile data platform tailored to each survey, establishing user accessibility, and training and eliciting feedback from data collectors and on-site LMIC project partners. Formative and process evaluation strategies are necessary and useful for the development and implementation of survey research projects using emerging mHealth technologies in LMICs and other low resource settings. Lessons learned include: (1) plan institutional review board (IRB) approvals in multiple countries carefully to allow for development, implementation, and feedback, (2) in addition to testing the content of survey instruments, allow time and consideration for testing the use of novel mHealth technology (hardware and software), (3) incorporate training for and feedback from project staff, LMIC partner staff, and research participants, and (4) change methods accordingly, including content, as mHealth technology usage influences and is influenced by the content and structure of the survey instrument. Lessons learned from early phases of LMIC research projects using emerging mHealth technologies are critical for informing subsequent research methods and study designs.

  6. Implementing a regional oncology information system: approach and lessons learned.

    PubMed

    Evans, W K; Ashbury, F D; Hogue, G L; Smith, A; Pun, J

    2014-10-01

    Paper-based medical record systems are known to have major problems of inaccuracy, incomplete data, poor accessibility, and challenges to patient confidentiality. They are also an inefficient mechanism of record-sharing for interdisciplinary patient assessment and management, and represent a major problem for keeping current and monitoring quality control to facilitate improvement. To address those concerns, national, regional, and local health care authorities have increased the pressure on oncology practices to upgrade from paper-based systems to electronic health records. Here, we describe and discuss the challenges to implementing a region-wide oncology information system across four independent health care organizations, and we describe the lessons learned from the initial phases that are now being applied in subsequent activities of this complex project. The need for change must be shared across centres to increase buy-in, adoption, and implementation. It is essential to establish physician leadership, commitment, and engagement in the process. Work processes had to be revised to optimize use of the new system. Culture change must be included in the change management strategy. Furthermore, training and resource requirements must be thoroughly planned, implemented, monitored, and modified as required for effective adoption of new work processes and technology. Interfaces must be established with multiple existing electronic systems across the region to ensure appropriate patient flow. Periodic assessment of the existing project structure is necessary, and adjustments are often required to ensure that the project meets its objectives. The implementation of region-wide oncology information systems across different health practice locations has many challenges. Leadership is essential. A strong, collaborative information-sharing strategy across the region and with the supplier is essential to identify, discuss, and resolve implementation problems. A structure that supports project management and accountability contributes to success.

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

    ERIC Educational Resources Information Center

    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…

  8. A case-based, problem-based learning approach to prepare master of public health candidates for the complexities of global health.

    PubMed

    Leon, Juan S; Winskell, Kate; McFarland, Deborah A; del Rio, Carlos

    2015-03-01

    Global health is a dynamic, emerging, and interdisciplinary field. To address current and emerging global health challenges, we need a public health workforce with adaptable and collaborative problem-solving skills. In the 2013-2014 academic year, the Hubert Department of Global Health at the Rollins School of Public Health-Emory University launched an innovative required core course for its first-year Master of Public Health students in the global health track. The course uses a case-based, problem-based learning approach to develop global health competencies. Small teams of students propose solutions to these problems by identifying learning issues and critically analyzing and synthesizing new information. We describe the course structure and logistics used to apply this approach in the context of a large class and share lessons learned.

  9. Palliative Care Matters: Lessons From the Loss of a Facility Dog.

    PubMed

    Holman, Elizabeth; Levy, Cari; Kennedy, Brenda

    2018-01-01

    Animal-assisted intervention is gaining attention as a stress reduction modality. Quantitative data demonstrate its effectiveness, as a recent study published in AJHPM supported that a Veterans Affairs (VA) hospital facility dog paired with a palliative care psychologist had a measurable impact on salivary cortisol levels and heart rate in hospitalized veterans. There remains an important role for qualitative insights. The Denver VA palliative care team learned a range of lessons from the sudden loss of their facility dog, many of which relate directly to palliative care. The importance of communication, adjusting to changing teams, and the need for consultation and support based in shared goals and values all became evident in the course of the facility dog's illness. After her death, lessons shifted to grief and loss and how providers, patients, and a community care for each other. People's connection to the facility dog ultimately proved to be a critical factor in helping them connect with one another.

  10. Integrated Risk and Knowledge Management Program -- IRKM-P

    NASA Technical Reports Server (NTRS)

    Lengyel, David M.

    2009-01-01

    The NASA Exploration Systems Mission Directorate (ESMD) IRKM-P tightly couples risk management and knowledge management processes and tools to produce an effective "modern" work environment. IRKM-P objectives include: (1) to learn lessons from past and current programs (Apollo, Space Shuttle, and the International Space Station); (2) to generate and share new engineering design, operations, and management best practices through preexisting Continuous Risk Management (CRM) procedures and knowledge-management practices; and (3) to infuse those lessons and best practices into current activities. The conceptual framework of the IRKM-P is based on the assumption that risks highlight potential knowledge gaps that might be mitigated through one or more knowledge management practices or artifacts. These same risks also serve as cues for collection of knowledge particularly, knowledge of technical or programmatic challenges that might recur.

  11. New Orleans' Resilience Story

    NASA Astrophysics Data System (ADS)

    Hebert, J.

    2017-12-01

    New Orleans has had unique experience in dealing with and recovering from major urban emergencies. From Hurricanes Katrina and Isaac to the Deepwater Horizon Oil Spill to the city's frequent boil water advisories, New Orleans has learned important lessons about what it takes to become a vibrant, resilient city that serves all its residents — particularly its most vulnerable. The city of New Orleans released its Resilience Strategy on August 28, 2015. On September 12, 2016, the city released its One-Year Progress Update, sharing its key milestones.

  12. Supporting ontology-based keyword search over medical databases.

    PubMed

    Kementsietsidis, Anastasios; Lim, Lipyeow; Wang, Min

    2008-11-06

    The proliferation of medical terms poses a number of challenges in the sharing of medical information among different stakeholders. Ontologies are commonly used to establish relationships between different terms, yet their role in querying has not been investigated in detail. In this paper, we study the problem of supporting ontology-based keyword search queries on a database of electronic medical records. We present several approaches to support this type of queries, study the advantages and limitations of each approach, and summarize the lessons learned as best practices.

  13. Capacity Building in the Operational Environment: Stories and Lessons Learned

    DTIC Science & Technology

    2012-09-01

    information to put together a plan for an Afghan-run facility that could provide all of the services needed for the community . Although taking the... information up; there’s got to be a smart guy at brigade, division and embassy level that’s going, “Hey, whoa, we’re double -tapping this.” That’s...of access to information , in terms of inability to share and communicate , and inability to use common systems and themes, that we’re having a hard

  14. Lecture No More! Creative Ways to Engage New Audiences and Encourage Dialogue

    NASA Astrophysics Data System (ADS)

    Diederick, L.; Paul, V. J.

    2016-02-01

    For almost five years, COSEE Florida has been experimenting with new and creative ways of engaging ocean scientists with dialogue-driven outreach events. From science cafes and science festivals to science trivia nights and guerrilla-style events, COSEE Florida has been actively pursuing new ways of reaching under-tapped audiences. This presentation will highlight various models of outreach events - including both homeruns and failures to launch - and will share lessons learned and feedback from both ocean scientist and audience participants.

  15. Measuring outcomes for neurosurgical procedures.

    PubMed

    Theodosopoulos, Philip V; Ringer, Andrew J

    2015-04-01

    Health care evolution has led to focused attention on clinical outcomes of care. Surgical disciplines are increasingly asked to provide evidence of treatment efficacy. As the technological advances push the surgical envelope further, it becomes imperative that postoperative outcomes are studied in a prospective fashion to assess the quality of care provided. The authors present their experience from a multiyear implementation of an outcomes initiative and share lessons learned, emphasizing the important structural elements of such an endeavor. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. Proceedings from the U.S. Army Corps of Engineers (USACE) and the National Oceanic and Atmospheric Administration (NOAA) Engineering With Nature Workshop

    DTIC Science & Technology

    2017-03-01

    opportunities emerged. It will be essential to capture and share lessons learned as the two organizations plan and implement selected EWN projects...their top five or six opportunities and subsequently selected the two highest priorities. Each of the three breakout groups then worked together to...will ensure agency buy-in, establish local reference sites, and promote EWN principles. Site selection will include an iterative process that factors

  17. Wide Area Recovery and Resiliency Program (WARRP) Knowledge Enhancement Events: Private Sector Economic Resiliency & Restoration - Part 2 After Action Report

    DTIC Science & Technology

    2012-05-15

    and strategic reimaging efforts of U. S. and Canadian company-owned restaurants . At the time of Hurricane Katrina, Mr. Helton owned 206 Burger...King Franchises of which 115 were affected by the storm. He shared with participants his story and lessons learned. Mr. Helton then stayed to...Helton owned 115 Burger King Restaurants affected by the hurricane. After making sure his family was secure, Mr. Helton’s next priority was to be

  18. Decisive Action Training Environment at the Joint Readiness Training Center, Vol.14: Company-Level Combined Arms Maneuver

    DTIC Science & Technology

    2016-12-01

    isolate the breach. “At the company level, direct fire control measures are effective only if the entire unit has a common understanding of what they mean... units must have the same control measures , and these measures must be shared with 66 CENTER FOR ARMY LESSONS LEARNED adjacent units for them to be...Graphic control measures • Adjacent unit coordination • CCIRs • Command and signal • Rules of engagement (ROE) Mission Orders in Practice During

  19. Maniac Talk - Richard Stolarski

    NASA Image and Video Library

    2015-04-22

    Richard Stolarski Maniac Lecture, April 22, 2015 NASA climate scientist Dr. Richard Stolarski presented a Maniac Talk entitled "Ozone has been very, very good to me!" Rich was a player and an eye witness to much of the historical development of our understanding of the stratospheric ozone layer from the 1970s to the present. He shared some of the lessons learned on this journey, including major scientific and political developments that led to the Montreal Protocol that bans the production of many ozone-depleting substances.

  20. Fun, Flow, and Fitness: Opinions for Making More Effective Active Videogames

    PubMed Central

    Mellecker, Robin; Buday, Richard; Gao, Zan; Hinkley, Trina; Esparza, Laura; Alexander, Shirley

    2015-01-01

    Abstract Despite active videogames' popularity and ability to increase a player's energy expenditure, research indicates their use sharply declines over time, which limits their utility in promoting physical activity. A frequent criticism is that a player's interest is quickly exhausted. At the preconference of the International Society of Behavioral Nutrition and Physical Activity 2014, a group of investigators and videogame developers gathered to share lessons learned from using serious videogames in health behavior change and offer insight to guide future efforts. PMID:26181681

  1. Fun, Flow, and Fitness: Opinions for Making More Effective Active Videogames.

    PubMed

    Maloney, Ann E; Mellecker, Robin; Buday, Richard; Gao, Zan; Hinkley, Trina; Esparza, Laura; Alexander, Shirley

    2015-02-01

    Despite active videogames' popularity and ability to increase a player's energy expenditure, research indicates their use sharply declines over time, which limits their utility in promoting physical activity. A frequent criticism is that a player's interest is quickly exhausted. At the preconference of the International Society of Behavioral Nutrition and Physical Activity 2014, a group of investigators and videogame developers gathered to share lessons learned from using serious videogames in health behavior change and offer insight to guide future efforts.

  2. On the RAC. CIOs must work to make their organization's time with CMS Recovery Audit Contractors as painless as possible.

    PubMed

    Lawrence, Daphne

    2009-01-01

    CIOs should act as a team with HIM and Finance to prepare for RAC audits. CIOs can take the lead in looking at improved coding systems, and can be involved in creating policies and procedures for the hospital's RAC team. RAC is an opportunity to improve documentation, coding and data analysis. RAC appeals will become more common as states share lessons learned. Follow the money and check on claims that are frequently returned.

  3. Lessons from 30 Years of Flight Software

    NASA Technical Reports Server (NTRS)

    McComas, David C.

    2015-01-01

    This presentation takes a brief historical look at flight software over the past 30 years, extracts lessons learned and shows how many of the lessons learned are embodied in the Flight Software product line called the core Flight System (cFS). It also captures the lessons learned from developing and applying the cFS.

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

    ERIC Educational Resources Information Center

    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,…

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

    PubMed

    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.

  6. The Right Stuff: A Look Back at Three Decades of Flight Controller Training for Space Shuttle Mission Operations

    NASA Technical Reports Server (NTRS)

    Dittemore, Gary D.

    2011-01-01

    Operations of human spaceflight systems is extremely complex, therefore the training and certification of operations personnel is a critical piece of ensuring mission success. Mission Control Center (MCC-H), at the Lyndon B. Johnson Space Center, in Houston, Texas manages mission operations for the Space Shuttle Program, including the training and certification of the astronauts and flight control teams. This paper will give an overview of a flight control team s makeup and responsibilities during a flight, and details on how those teams are trained and certified. The training methodology for developing flight controllers has evolved significantly over the last thirty years, while the core goals and competencies have remained the same. In addition, the facilities and tools used in the control center have evolved. These changes have been driven by many factors including lessons learned, technology, shuttle accidents, shifts in risk posture, and generational differences. Flight controllers will share their experiences in training and operating the Space Shuttle throughout the Program s history. A primary method used for training Space Shuttle flight control teams is by running mission simulations of the orbit, ascent, and entry phases, to truly "train like you fly." The reader will learn what it is like to perform a simulation as a shuttle flight controller. Finally, the paper will reflect on the lessons learned in training for the shuttle program, and how those could be applied to future human spaceflight endeavors. These endeavors could range from going to the moon or to Mars. The lessons learned from operating the space shuttle for over thirty years will help the space industry build the next human transport space vehicle and inspire the next generation of space explorers.

  7. Unintended knowledge learnt in primary science practical lessons

    NASA Astrophysics Data System (ADS)

    Park, Jisun; Abrahams, Ian; Song, Jinwoong

    2016-11-01

    This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt.

  8. Lessons learned from first year cistern monitoring in Camden ...

    EPA Pesticide Factsheets

    Invited panelist for Webinar 08/16/2016 by Office of Water : Lessons Learned from Past Green Infrastructure Projects Invited panelist for Webinar 08/16/2016 by Office of Water : Lessons Learned from Past Green Infrastructure Projects

  9. Launch Vehicle Propulsion Life Cycle Cost Lessons Learned

    NASA Technical Reports Server (NTRS)

    Zapata, Edgar; Rhodes, Russell E.; Robinson, John W.

    2010-01-01

    This paper will review lessons learned for space transportation systems from the viewpoint of the NASA, Industry and academia Space Propulsion Synergy Team (SPST). The paper provides the basic idea and history of "lessons learned". Recommendations that are extremely relevant to NASA's future investments in research, program development and operations are"'provided. Lastly, a novel and useful approach to documenting lessons learned is recommended, so as to most effectively guide future NASA investments. Applying lessons learned can significantly improve access to space for cargo or people by focusing limited funds on the right areas and needs for improvement. Many NASA human space flight initiatives have faltered, been re-directed or been outright canceled since the birth of the Space Shuttle program. The reasons given at the time have been seemingly unique. It will be shown that there are common threads as lessons learned in many a past initiative.

  10. Lessons Learned and Technical Standards: A Logical Marriage for Future Space Systems Design

    NASA Technical Reports Server (NTRS)

    Gill, Paul S.; Garcia, Danny; Vaughan, William W.; Parker, Nelson C. (Technical Monitor)

    2002-01-01

    A comprehensive database of engineering lessons learned that corresponds with relevant technical standards will be a valuable asset to those engaged in studies on future space vehicle developments, especially for structures, materials, propulsion, control, operations and associated elements. In addition, this will enable the capturing of technology developments applicable to the design, development, and operation of future space vehicles as planned in the Space Launch Initiative. Using the time-honored tradition of passing on lessons learned while utilizing the newest information technology, NASA has launched an intensive effort to link lessons learned acquired through various Internet databases with applicable technical standards. This paper will discuss the importance of lessons learned, the difficulty in finding relevant lessons learned while engaged in a space vehicle development, and the new NASA effort to relate them to technical standards that can help alleviate this difficulty.

  11. 77 FR 55230 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-01; Compliance With...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-09-07

    ... NUCLEAR REGULATORY COMMISSION [NRC-2012-0068] Japan Lessons-Learned Project Directorate Interim... Commission (NRC). ACTION: Japan Lessons-Learned Project Directorate interim staff guidance; issuance. SUMMARY...-Learned Project Directorate Interim Staff Guidance (JLD-ISG), JLD-ISG-2012-01, ``Compliance with Order EA...

  12. 77 FR 55232 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-03; Compliance With...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-09-07

    ... NUCLEAR REGULATORY COMMISSION [NRC-2012-0067] Japan Lessons-Learned Project Directorate Interim...-Learned Project Directorate Interim Staff Guidance; issuance. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC or the Commission) is issuing the Final Japan Lessons-Learned Project Directorate (JLD...

  13. 77 FR 55231 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-02; Compliance With...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-09-07

    ... NUCLEAR REGULATORY COMMISSION [NRC-2012-0069] Japan Lessons-Learned Project Directorate Interim...-Learned Project Directorate interim staff guidance; issuance. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC or the Commission) is issuing the Final Japan Lessons-Learned Project Directorate Interim...

  14. Collaboration Across the Sciences: How Can We Improve Our Practice and Prepare the Future?

    NASA Astrophysics Data System (ADS)

    Grinspoon, D.; Cobabe, E.; Harman, P.; Prather, E. E.

    2010-08-01

    In the pursuit of scientific knowledge, not only do techniques and instrumentation continually change, the quality of questions being asked also evolves. Age old questions such as "are we alone?" as well as new problems such as global climate change require multi/interdisciplinary perspectives and collaboration, pushing scientists to explore between the specializations. What skills will our students need to function in this emerging paradigm? How should our work as Education and Public Outreach (EPO) practitioners reflect this when so much of the educational landscape is mired in specialized, standardized testing? Are there benefits and tradeoffs in contextualized learning? What are lessons learned so far? Think about it and come share.

  15. Mobilization of a nursing community after a disaster.

    PubMed

    Weeks, Susan Mace

    2007-02-01

    This article is a personal account of the author's experience of coordinating American Red Cross Disaster Health Services in her home community (Fort Worth, TX) following Hurricane Katrina. Although the community was 550 miles away from the impacted area, thousands of evacuees arrived in this community in need of immediate attention. The purpose of this article is to share significant lessons that were learned from the experience to help other communities prepare for future disasters. SOURCE FOR INFORMATION: The article is derived from the author's experience and observation. In the midst of a disaster, nurses have a unique opportunity to make a professional contribution to recovery efforts. Learning from previous experiences can strengthen the effectiveness of our response.

  16. CHARIS (Contribution to High Asia Runoff from Ice and Snow) Lessons Learned in Capacity-Building for Hydrological Sciences with Asian Partner Communities

    NASA Astrophysics Data System (ADS)

    Brodzik, M. J.; Armstrong, R. L.; Armstrong, B. R.; Barrett, A. P.; Fetterer, F. M.; Hill, A. F.; Hughes, H.; Khalsa, S. J. S.; Racoviteanu, A.; Raup, B. H.; Rittger, K.; Williams, M. W.; Wilson, A. M.

    2016-12-01

    Funded by USAID and based at the University of Colorado, the Contribution to High Asia Runoff from Ice & Snow (CHARIS) project has among its objectives both scientific and capacity-building goals. We are systematically assessing the role of glaciers and seasonal snow in the freshwater resources of High Asia to better forecast future availability and vulnerability of water resources in the region. We are collaborating with Asian partner institutions in eight nations across High Asia (Bhutan, Nepal, India, Pakistan, Afghanistan, Kazakhstan, Kyrgyzstan and Tajikistan). Our capacity-building activities include data-sharing, training, supporting field work and education and infrastructure development, which includes creating the only water-chemistry laboratory of its kind in Bhutan. We have also derived reciprocal benefits from our partners, learning from their specialized local knowledge and obtaining access to otherwise unavailable in situ data. Our presentation will share lessons learned in our annual training workshops with our Asian collaborators, at which we have interspersed remote sensing and hydrological modelling lectures with GIS and python programming, and hands-on applications using remote sensing data. Our challenges have included technological issues such as: power incompatibilities, reliable shipping methods to remote locations, bandwidth limitations to transferring large remote sensing data sets, cost of proprietary software, choosing among free software alternatives, and negotiating the formats and jargon of remote sensing data to get to the science as quickly as possible. We will describe successes and failures in training methods we have used, what we look for in training venue facilities, and how our approach has changed in response to student evaluations and partner feedback.

  17. The ethics of good communication in a complex research partnership.

    PubMed

    Sodeke, Stephen; Turner, Timothy; Tarver, Will

    2010-08-01

    The tripartite partnership among Morehouse School of Medicine, Tuskegee University, and University of Alabama at Birmingham is complex. In 2005, the three schools--with different institutional cultures, characters, and resources--agreed to collaborate in efforts to eliminate racial/ethnic disparities in cancer burdens. Pursuing this laudable aim predictably involved some miscommunication. The Bioethics Shared Resource (BSR) group foresaw such challenges and monitored interactions to prevent harm, noting that while effective communication is critical to the achievement of mutual goals, an understanding and prudent use of proven communication principles is a sine qua non for success. In this commentary, we share the undergirding moral concepts, communication approaches, and lessons learned. This experience has led us to propose an ethics of good communication for others to consider.

  18. Testing Orions Fairing Separation System

    NASA Technical Reports Server (NTRS)

    Martinez, Henry; Cloutier, Chris; Lemmon, Heber; Rakes, Daniel; Oldham, Joe; Schlagel, Keith

    2014-01-01

    Traditional fairing systems are designed to fully encapsulate and protect their payload from the harsh ascent environment including acoustic vibrations, aerodynamic forces and heating. The Orion fairing separation system performs this function and more by also sharing approximately half of the vehicle structural load during ascent. This load-share condition through launch and during jettison allows for a substantial increase in mass to orbit. A series of component-level development tests were completed to evaluate and characterize each component within Orion's unique fairing separation system. Two full-scale separation tests were performed to verify system-level functionality and provide verification data. This paper summarizes the fairing spring, Pyramidal Separation Mechanism and forward seal system component-level development tests, system-level separation tests, and lessons learned.

  19. Working with Planetary-Scale Data in the Cloud

    NASA Astrophysics Data System (ADS)

    Flasher, J.

    2017-12-01

    When data is shared on AWS, it can be analyzed using AWS on-demand computing resources quickly and efficiently. Users can work with any amount of data without needing to download it or store their own copies. When heavy data like imagery, genomics data, or volumes of sensor data are available in AWS's cloud, the time required to copy the data to a virtual server for analysis is virtually eliminated. AWS's global infrastructure allows data providers to make their data available worldwide and ensure quick access to critical data from anywhere. In this session, we will share lessons learned from our experience supporting a global community of entrepreneurs, students and researchers by making petabytes of data freely available for anyone to use in the cloud.

  20. Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.

    PubMed

    Norris, E; Shelton, N; Dunsmuir, S; Duke-Williams, O; Stamatakis, E

    2015-11-25

    Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.

  1. Data Sharing to Improve Close Approach Monitoring and Safety of Flight

    NASA Astrophysics Data System (ADS)

    Chan, Joseph; DalBello, Richard; Hope, Dean; Wauthier, Pascal; Douglas, Tim; Inghram, Travis

    2009-03-01

    Individual satellite operators have done a good job of developing the internal protocols and procedures to ensure the safe operation of their fleets. However, data sharing among operators for close approach monitoring is conducted in an ad-hoc manner during relocations, and there is currently no standardized agreement among operators on the content, format, and distribution protocol for data sharing. Crowding in geostationary orbit, participation by new commercial actors, government interest in satellite constellations, and highly maneuverable spacecraft all suggest that satellite operators will need to begin a dialogue on standard communication protocols and procedure to improve situation awareness. We will give an overview of the current best practices among different operators for close approach monitoring and discuss the concept of an active data center to improve data sharing, conjunction monitoring, and avoidance among satellite operators. We will also report on the progress and lessons learned from a Data Center prototype conducted by several operators over a one year period.

  2. Developing a yearlong Next Generation Science Standard (NGSS) learning sequence focused on climate solutions: opportunities, challenges and reflections

    NASA Astrophysics Data System (ADS)

    Cordero, E.; Centeno, D.

    2015-12-01

    Over the last four years, the Green Ninja Project (GNP) has been developing educational media (e.g., videos, games and online lessons) to help motivate student interest and engagement around climate science and solutions. Inspired by the new emphasis in NGSS on climate change, human impact and engineering design, the GNP is developing a technology focused, integrative, and yearlong science curriculum focused around solutions to climate change. Recognizing the importance of teacher training on the successful implementation of NGSS, we have also integrated teacher professional development into our curriculum. During the presentation, we will describe the design philosophy around our middle school curriculum and share data from a series of classes that are piloting the curriculum during Fall 2015. We will also share our perspectives on how data, media creation and engineering can be used to create educational experiences that model the type of 'three-dimensional learning' encouraged by NGSS.

  3. Experiences from coordinating research after the 2011 terrorist attacks in Norway

    PubMed Central

    Refsdal, Nils O.

    2014-01-01

    This brief report presents some of the lessons learned from coordinating research in which people directly affected by terrorist attacks in Norway in 2011 are taking part. After the terrorist attacks, it was decided to establish a national coordinating function in order to protect those who were affected when they participate in research. By gathering key stakeholders, it is possible to avoid duplication of research through practical measures such as information sharing, facilitating cooperation, and working toward sharing of data. In addition, a coordinating function provides a platform for working to increase the impact of the research among practitioners and policy makers, and inform the general public. The conclusions are that coordination should be interdisciplinary, that it is important to plan for the sharing and reuse of data, and that both the research community and the research infrastructure should take steps to improve preparedness when disaster inevitably strikes again. PMID:25018857

  4. DT&E Forum for Best Practices and Lessons Learned

    DTIC Science & Technology

    2013-05-01

    E A N A L Y S E S IDA Paper P-4975 DT&E Forum for Best Practices and Lessons Learned L. B. Scheiber, Project Leader...and accessing from the DT&E Forum website. A. Collection of Lessons Learned and Best Practices We began the effort by reviewing approximately 30...Forum’s Home Page 1. Searching for BPLL Documents The DT&E Forum website contains DT&E Best Practice and Lessons Learned (BPLL) documents along with the

  5. Knowledge exchange systems for youth health and chronic disease prevention: a tri-provincial case study.

    PubMed

    Murnaghan, D; Morrison, W; Griffith, E J; Bell, B L; Duffley, L A; McGarry, K; Manske, S

    2013-09-01

    The research teams undertook a case study design using a common analytical framework to investigate three provincial (Prince Edward Island, New Brunswick and Manitoba) knowledge exchange systems. These three knowledge exchange systems seek to generate and enhance the use of evidence in policy development, program planning and evaluation to improve youth health and chronic disease prevention. We applied a case study design to explore the lessons learned, that is, key conditions or processes contributing to the development of knowledge exchange capacity, using a multi-data collection method to gain an in-depth understanding. Data management, synthesis and analysis activities were concurrent, iterative and ongoing. The lessons learned were organized into seven "clusters." Key findings demonstrated that knowledge exchange is a complex process requiring champions, collaborative partnerships, regional readiness and the adaptation of knowledge exchange to diverse stakeholders. Overall, knowledge exchange systems can increase the capacity to exchange and use evidence by moving beyond collecting and reporting data. Areas of influence included development of new partnerships, expanded knowledge-sharing activities, and refinement of policy and practice approaches related to youth health and chronic disease prevention.

  6. Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute’s Capstone Institutions

    PubMed Central

    DiBartolo, Patricia Marten; Gregg-Jolly, Leslie; Gross, Deborah; Manduca, Cathryn A.; Iverson, Ellen; Cooke, David B.; Davis, Gregory K.; Davidson, Cameron; Hertz, Paul E.; Hibbard, Lisa; Ireland, Shubha K.; Mader, Catherine; Pai, Aditi; Raps, Shirley; Siwicki, Kathleen; Swartz, Jim E.

    2016-01-01

    Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute’s (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others’ efforts to increase access to and persistence in STEM in higher education. PMID:27562960

  7. Papermaking and Poetry. ArtsEdge Curricula, Lessons and Activities.

    ERIC Educational Resources Information Center

    Withroe, J.

    In this lesson, designed to be taught within a unit on China, primary-grade students will learn about the history of papermaking and its origins in China and even learn how to make their own paper. After learning about Chinese art and culture in the lesson, students will write their own "cinquain" poem about China. The lesson presents an…

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

    ERIC Educational Resources Information Center

    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.…

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

    NASA Astrophysics Data System (ADS)

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

    2018-03-01

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

  10. Considerations for implementing an organizational lessons learned process.

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    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 intomore » organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts.« less

  11. Undergraduates Learning to Teach Collaboratively in High School Classrooms

    NASA Astrophysics Data System (ADS)

    Perrodin, D.; Lommen, A.; Douglas, S.; Naylor, C.; Penfield, A.; Schmidt, D.; Zatko, P.

    2011-09-01

    In the spring of 2010, five undergraduates from Franklin & Marshall College conducted visits at J. P. McCaskey High School in Lancaster, Pennsylvania, under the umbrella of the Mid-Atlantic Relativistic Initiative in Education (MARIE). They introduced high school students to advanced topics in astronomy, such as dark matter, gravitational lensing, and cosmology. Not only did the outreach program benefit the high school students who were introduced to "sexy topics" in astronomy, but the undergraduates also gained teaching experience in a high school setting, learning to create lesson plans and to implement teaching techniques that engage students as active learners. They acted as role models for the high school students who were just a few years younger. They learned useful skills such as presenting information clearly and confidently, and with the use of journals they reflected on their teaching practice and shared reflections with the group throughout the semester, learning to become confident and reflective teachers.

  12. A Case-Based, Problem-Based Learning Approach to Prepare Master of Public Health Candidates for the Complexities of Global Health

    PubMed Central

    Winskell, Kate; McFarland, Deborah A.; del Rio, Carlos

    2015-01-01

    Global health is a dynamic, emerging, and interdisciplinary field. To address current and emerging global health challenges, we need a public health workforce with adaptable and collaborative problem-solving skills. In the 2013–2014 academic year, the Hubert Department of Global Health at the Rollins School of Public Health–Emory University launched an innovative required core course for its first-year Master of Public Health students in the global health track. The course uses a case-based, problem-based learning approach to develop global health competencies. Small teams of students propose solutions to these problems by identifying learning issues and critically analyzing and synthesizing new information. We describe the course structure and logistics used to apply this approach in the context of a large class and share lessons learned. PMID:25706029

  13. A collaboration among health sciences schools to enhance faculty development in teaching.

    PubMed

    Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

    2014-06-17

    Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

  14. STEM learning activity among home-educating families

    NASA Astrophysics Data System (ADS)

    Bachman, Jennifer

    2011-12-01

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

  15. Lesson Study and Teachers Knowledge Development: Collaborative Critique of a Research Model and Methods.

    ERIC Educational Resources Information Center

    Lewis, Catherine; Perry, Rebecca; Murata, Aki

    During "lesson study" teachers formulate long-term goals for student learning and development, collaboratively work on "research lessons" to bring these goals to life, document and discuss student responses to these lessons, and revise the lessons in response to student learning. This document summarizes the content of a…

  16. A Checklist of Artillery Organizational Histories; A Compilation.

    DTIC Science & Technology

    1982-03-08

    Artillery. 3d Battalion. Ab Operational reports - Lessons learned. ( 3d ) 1966- . (Vietnam n.p.) APO 96318. 1. Vietnamese Conflict, 1961- I. Title. 11...1973. A631 U.S. Army. 18th Artillery. 3d Bn. A18 Operational report(s) - Lessons learned. ( 3d ) (Vietnam, n.p.) 1966- nos. 1. Vietnamese Conflict, 1961...1973. I. Title. II. T: Lessons learned. *DS557 Vietnamese Conflict, 1961-1973 A63A]8 ’U.S. Army. 18th Artillery. 3d Bn. Lessons learned. (Vietnam, n.p

  17. [Lessons learned from a distribution incident at the Alps-Mediterranean Division of the French Blood Establishment].

    PubMed

    Legrand, D

    2008-11-01

    The Alps-Mediterranean division of the French blood establishment (EFS Alpes-Mediterranée) has implemented a risk management program. Within this framework, the labile blood product distribution process was assessed to identify critical steps. Subsequently, safety measures were instituted including computer-assisted decision support, detailed written instructions and control checks at each step. Failure of these measures to prevent an incident underlines the vulnerability of the process to the human factor. Indeed root cause analysis showed that the incident was due to underestimation of the danger by one individual. Elimination of this type of risk will require continuous training, testing and updating of personnel. Identification and reporting of nonconformities will allow personnel at all levels (local, regional, and national) to share lessons and implement appropriate risk mitigation strategies.

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

    NASA Technical Reports Server (NTRS)

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

    2001-01-01

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

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

    ERIC Educational Resources Information Center

    Lewis, Jennifer M.

    2016-01-01

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

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

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    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.

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

    NASA Technical Reports Server (NTRS)

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

    2004-01-01

    This report is the final product of a 90-day study performed for the Exploration Systems Mission Directorate. The study was to assemble lessons NASA has learned from previous programs that could help the Exploration Systems Mission Directorate pursue the Exploration vision. It focuses on those lessons that should have the greatest significance to the Directorate during the formulation of program and mission plans. The study team reviewed a large number of lessons learned reports and data bases, including the Columbia Accident Investigation Board and Rogers Commission reports on the Shuttle accidents, accident reports from robotic space flight systems, and a number of management reviews by the Defense Sciences Board, Government Accountability Office, and others. The consistency of the lessons, findings, and recommendations validate the adequacy of the data set. In addition to reviewing existing databases, a series of workshops was held at each of the NASA centers and headquarters that included senior managers from the current workforce as well as retirees. The full text of the workshop reports is included in Appendix A. A lessons learned website was opened up to permit current and retired NASA personnel and on-site contractors to input additional lessons as they arise. These new lessons, when of appropriate quality and relevance, will be brought to the attention of managers. The report consists of four parts: Part 1 provides a small set of lessons, called the Executive Lessons Learned, that represent critical lessons that the Exploration Systems Mission Directorate should act on immediately. This set of Executive Lessons and their supporting rationale have been reviewed at length and fully endorsed by a team of distinguished NASA alumni; Part 2 contains a larger set of lessons, called the Selected Lessons Learned, which have been chosen from the lessons database and center workshop reports on the basis of their specific significance and relevance to the near-term work of the Exploration Directorate. These lessons frequently support the Executive lessons but are more general in nature; Part 3 consists of the reports of the center workshops that were conducted as part of this activity. These reports are included in their entirety (approximately 200 pages) in Appendix G and have significance for specific managers; Part 4 consists of the remainder of the lessons that have been selected by this effort and assembled into a database for the use of the Explorations Directorate. The database is archived and hosted in the Lessons Learned Knowledge Network, which provides a flexible search capability using a wide variety of search terms. Finally, a spreadsheet lists databases searched and a bibliography identifies reports that have been reviewed as sources of lessons for this task. NASA has been presented with many learning opportunities. We have conducted numerous programs, some extremely successful and others total failures. Most have been documented with a formal lessons learned activity, but we have not always incorporated these learning opportunities into our normal modes of business. For example, the Robbins Report of 2001 clearly indicates that many project failures of the past two decades were the result of violating well documented best practices, often in direct violation of management instructions and directives. An overarching lesson emerges: that disciplined execution in accordance with proven best practices is the greatest single contributor to a successful program. The Lessons Learned task team offers a sincere hope that the lessons presented herein will be helpful to the Exploration Systems Directorate in charting and executing their course. The success of the Directorate and of NASA in general depends on our collective ability to move forward without having to relearn the lessons of those who have gone before.

  2. On the hitchhiker Robot Operated Materials Processing System: Experiment data system

    NASA Technical Reports Server (NTRS)

    Kizhner, Semion; Jenstrom, Del

    1995-01-01

    The Space Shuttle Discovery STS-64 mission carried the first American autonomous robot into space, the Robot Operated Materials Processing System (ROMPS). On this mission ROMPS was the only Hitchhiker experiment and had a unique opportunity to utilize all Hitchhiker space carrier capabilities. ROMPS conducted rapid thermal processing of the one hundred semiconductor material samples to study how micro gravity affects the resulting material properties. The experiment was designed, built and operated by a small GSFC team in cooperation with industry and university based principal investigators who provided the material samples and data interpretation. ROMPS' success presents some valuable lessons in such cooperation, as well as in the utilization of the Hitchhiker carrier for complex applications. The motivation of this paper is to share these lessons with the scientific community interested in attached payload experiments. ROMPS has a versatile and intelligent material processing control data system. This paper uses the ROMPS data system as the guiding thread to present the ROMPS mission experience. It presents an overview of the ROMPS experiment followed by considerations of the flight and ground data subsystems and their architecture, data products generation during mission operations, and post mission data utilization. It then presents the lessons learned from the development and operation of the ROMPS data system as well as those learned during post-flight data processing.

  3. Utilization of Lesson Analysis as Teacher Self Reflection to Improve the Lesson Design on Chemical Equation Topic

    NASA Astrophysics Data System (ADS)

    Edyani, E. A.; Supriatna, A.; Kurnia; Komalasari, L.

    2017-02-01

    The research is aimed to investigate how lesson analysis as teacher’s self-reflection changes the teacher’s lesson design on chemical equation topic. Lesson Analysis has been used as part of teacher training programs to improve teacher’s ability in analyzing their own lesson. The method used in this research is a qualitative method. The research starts from build lesson design, implementation lesson design to senior high school student, utilize lesson analysis to get information about the lesson, and revise lesson design. The revised lesson design from the first implementation applied to the second implementation, resulting in better design. This research use lesson analysis Hendayana&Hidayat framework. Video tapped and transcript are employed on each lesson. After first implementation, lesson analysis result shows that teacher-centered still dominating the learning because students are less active in discussion, so the part of lesson design must be revised. After second implementation, lesson analysis result shows that the learning already student-centered. Students are very active in discussion. But some part of learning design still must be revised. In general, lesson analysis was effective for teacher to reflect the lessons. Teacher can utilize lesson analysis any time to improve the next lesson design.

  4. Lessons from 2012: What the NHS Can Learn from Britain's Olympic Success.

    PubMed

    Maile, Edward J; Blake, Alastair M

    2013-01-01

    The 2012 London Olympic and Paralympic Games were widely regarded as an organisational and sporting success for the United Kingdom. Therefore, it is prudent to consider what other large, public endeavours might learn from the Games' success. Team GB worked to develop a positive team culture based around shared values. This is something the National Health Service (NHS) could learn from, as an organisation which can appear to lack this culture. The NHS should also work harder to adopt evidence-based practices, and to adopt them quickly, as is often the case in sport. Sport is the ultimate example of transparent results reporting, and the NHS ought to consider systematic reporting of risk-adjusted performance data, which may drive improved performance. The NHS should pay attention to the experiences of successful Olympic sports with centralised centres of excellence, and to medical data which suggests that better outcomes result from centres of excellence. The NHS and wider government should look to Olympic athletes and place more emphasis on prevention of disease by encouraging positive lifestyle choices. Finally, the NHS should develop private sector partnerships carefully. We must look to gather knowledge and ideas from every area of life in pursuit of excellence in the NHS. Experience of the Olympics offers a number of instructive lessons.

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

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    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.

  6. Lesson Closure: An Important Piece of the Student Learning Puzzle

    ERIC Educational Resources Information Center

    Ganske, Kathy

    2017-01-01

    As we seek ways to improve literacy teaching and learning, we need to be careful not to overlook lesson closure as an opportunity to solidify student learning. This Teaching Tip describes the importance of taking time at the ends of lessons, days, and weeks to revisit what students have learned as a means for helping them synthesize and assimilate…

  7. Engaging students in learning science through promoting creative reasoning

    NASA Astrophysics Data System (ADS)

    Waldrip, Bruce; Prain, Vaughan

    2017-10-01

    Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.

  8. News

    NASA Astrophysics Data System (ADS)

    2004-09-01

    Meeting: Brecon hosts 'alternative-style' Education Group Conference Meeting: Schools' Physics Group meeting delivers valuable teaching update Saturn Mission: PPARC’s Saturn school resource goes online Funding: Grant scheme supports Einstein Year activities Meeting: Liverpool Teachers’ Conference revives enthusiasm for physics Loan Scheme: Moon samples loaned to schools Awards: Schoolnet rewards good use of ICT in learning Funding: PPARC provides cash for science projects Workshop: Experts in physics education research share knowledge at international event Bulgaria: Transit of Venus comes to town Conference: CERN weekend provides lessons in particle physics Summer School: Teachers receive the summer-school treatment

  9. 2014 Summer Series - Lewis Braxton III - Lessons Learned Enroute to Becoming Deputy Center Director

    NASA Image and Video Library

    2014-07-01

    This talk will take you on a journey of Mr. Lewis Braxton's successful career through the lens of an African American. You will gain insights to his success as he shares the wisdom he gained through personal and professional experiences. He will walk you through his early childhood, education, NASA internship at Dryden Flight Research Center (DFRC), and his transition to Ames as he developed and matured into a senior leader. Mr. Braxton will also provide a special focus on his CFO and Deputy Director roles at NASA Ames.

  10. KSC-2012-1549

    NASA Image and Video Library

    2012-02-23

    ORLANDO, Fla. -- NASA representatives provide information on the agency’s Technical Standards Program to participants in NASA’s Project Management Challenge 2012. PM Challenge 2012 was held at the Caribe Royale Hotel and Convention Center in Orlando, Fla., on February 22-23, to provide a forum for all stakeholders in the project management community to meet and share stories, lessons learned and new uses of technology in the industry. The PM Challenge is sponsored by NASA's Office of the Chief Engineer. For additional information, visit http://www.nasa.gov/offices/oce/pmchallenge/index.html. Photo credit: NASA/Jim Grossmann

  11. Rainbows, graticules, and logos…oh my!

    NASA Astrophysics Data System (ADS)

    Pisut, D.; MacIntosh, E.; McDougall, C.

    2016-12-01

    Data visualizations are meant to simplify the complex. However, visualizations in geosciences are often made more complex than need be. Color palettes that hide Earth system dynamics or even cannot be seen; annotations that clutter the display more than provide context; logos that only add meaningless acronyms and other visual distraction. We will share lessons learned on how tweaking these and other components of visualizations improve the usability and comprehension for multiple audiences - especially since the best practices for one audience (e.g., television) do not necessarily translate to other audiences (e.g., print, education, web, etc).

  12. Tales from the Paleoclimate Underground: Lessons Learned from Reconstructing Extreme Events

    NASA Astrophysics Data System (ADS)

    Frappier, A. E.

    2017-12-01

    Tracing patterns of paleoclimate extremes over the past two millennia is becoming ever more important in the effort to understand and predict costly weather hazards and their varied societal impacts. I present three paleoclimate vignettes from the past ten years of different paleotempestology projects I have worked on closely, illustrating our collective challenges and productive pathways in reconstructing rainfall extremes: temporal, spatial, and combining information from disparate proxies. Finally, I aim to share new results from modeling multiple extremes and hazards in Yucatan, a climate change hotspot.

  13. Strategies for Mentor Matching: Lessons Learned

    PubMed Central

    Subramanian, Lalitha; Schnapp, Lynn M.

    2013-01-01

    Abstract Mentoring serves to guide early stage researchers toward opportunities which can further their careers. The most beneficial mentoring experience occurs when both the mentor and mentee share a common background and have appropriate expectations. Our CTSA serves individuals in a five state region with widely disparate needs and we have often struggled to provide appropriate guidance for those requesting mentoring services. Here we present an overview of our past mentor identification strategy along with a proposed new direction to increase flexibility, sustainability and better serve researchers in our region. PMID:24127933

  14. Lesson Study as Professional Development within Secondary Physics Teacher Professional Learning Communities

    NASA Astrophysics Data System (ADS)

    Collins, Tonya Monique Nicki

    Two Professional Learning Communities of physics teachers from different high schools voluntarily participated in Lesson Study as a means of professional development. The five teacher-participants and one participant-researcher partook of two Lesson Study cycles, each of which focused on student physics misconceptions. The Lesson Study resulted in two topics of physics: projectiles and gravitation. The researcher aimed to determine what happens to secondary physics teachers who undergo Lesson Study through this phenomenological case study. Specifically, (1) What is the process of Lesson Study with secondary physics teachers? and (2) What are the teacher-reported outcomes of Lesson Study with secondary physics teachers? Overall, Lesson Study provided an avenue for secondary physics teachers to conduct inquiry on their students in an attempt to better understand student thinking and learning. As a result, teachers collaborated to learn how to better meet the needs of their students and self-reported growth in many areas of teaching and teacher knowledge. The study resulted in twelve hypotheses to be tested in later research centering on idealizing the process of Lesson Study and maximizing secondary physics teacher growth.

  15. Integrating Instruments of Power and Influence: Lessons Learned and Best Practices

    DTIC Science & Technology

    2008-01-01

    practices developed by ACT’s Joint Analysis and Lessons Learned Centre in Monsanto , Portugal. Summary xix European Union An increasing European role in...oversees the Joint Analysis and Lessons Learned Centre in Monsanto , Por- tugal, the mission of which is critical for the purposes of this report. These

  16. Human Spaceflight Conjunction Assessment: Lessons Learned

    NASA Technical Reports Server (NTRS)

    Smith, Jason T.

    2011-01-01

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

  17. NASA's Lessons Learned and Technical Standards: A Logical Marriage

    NASA Technical Reports Server (NTRS)

    Gill, Paul; Vaughan, William W.; Garcia, Danny; Weinstein, Richard

    2001-01-01

    Lessons Learned have been the basis for our accomplishments throughout the ages. They have been passed down from father to son, mother to daughter, teacher to pupil, and older to younger worker. Lessons Learned have also been the basis for NASA's accomplishments for more than forty years. Both government and industry 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. Lessons Learned have formed the foundation for discoveries, inventions, improvements, textbooks, and Technical Standards.

  18. Emotional experiences of preservice science teachers in online learning: the formation, disruption and maintenance of social bonds

    NASA Astrophysics Data System (ADS)

    Bellocchi, Alberto; Mills, Kathy A.; Ritchie, Stephen M.

    2016-09-01

    The enactment of learning to become a science teacher in online mode is an emotionally charged experience. We attend to the formation, maintenance and disruption of social bonds experienced by online preservice science teachers as they shared their emotional online learning experiences through blogs, or e-motion diaries, in reaction to videos of face-to-face lessons. A multi-theoretic framework drawing on microsociological perspectives of emotion informed our hermeneutic interpretations of students' first-person accounts reported through an e-motion diary. These accounts were analyzed through our own database of emotion labels constructed from the synthesis of existing literature on emotion across a range of fields of inquiry. Preservice science teachers felt included in the face-to-face group as they watched videos of classroom transactions. The strength of these feelings of social solidarity were dependent on the quality of the video recording. E-motion diaries provided a resource for interactions focused on shared emotional experiences leading to formation of social bonds and the alleviation of feelings of fear, trepidation and anxiety about becoming science teachers. We offer implications to inform practitioners who wish to improve feelings of inclusion amongst their online learners in science education.

  19. Participatory evaluation (I)--sharing lessons from fieldwork in Asia.

    PubMed

    Crishna, B

    2007-05-01

    There is a need to study methodologies for evaluating social development projects. Traditional methods of evaluation are often not able to capture or measure the 'spirit of change' in people, which is the very essence of human development. Using participatory methodologies is a positive way to ensure that evaluations encourage an understanding of the value of critical analysis among service providers and other stakeholders. Participatory evaluation provides a systematic process of learning through experiences. Practical experiences of conducting a number of evaluation studies in social development projects have led the author to develop four basic principles of participatory evaluation strategies. This has been further conceptualized through an extensive literature search. The article develops and shares these principles through descriptions of field experiences in Asia. The article illustrates that the role of any evaluation remains a learning process, one which promotes a climate of reflection and self-assessment. It shows how using participatory methods can create this environment of learning. However, one needs to keep in mind that participatory evaluation takes time, and that the role and calibre of the facilitator are crucial. Participatory evaluation methods have been recommended for social development projects to ensure that stakeholders remain in control of their own lives and decisions.

  20. Selected Lessons Learned in Space Shuttle Orbiter Propulsion and Power Subsystems

    NASA Technical Reports Server (NTRS)

    Hernandez, Francisco J.; Martinez, Hugo; Ryan, Abigail; Westover, Shayne; Davies, Frank

    2011-01-01

    Over its 30 years of space flight history, plus the nearly 10 years of design, development test and evaluation, the Space Shuttle Orbiter is full of lessons learned in all of its numerous and complex subsystems. In the current paper, only selected lessons learned in the areas of the Orbiter propulsion and power subsystems will be described. The particular Orbiter subsystems include: Auxiliary Power Unit (APU), Hydraulics and Water Spray Boiler (WSB), Mechanical Flight Controls, Main Propulsion System (MPS), Fuel Cells and Power Reactant and Storage Devices (PRSD), Orbital Maneuvering System (OMS), Reaction Control System (RCS), Electrical Power Distribution (EPDC), electrical wiring and pyrotechnics. Given the complexity and extensive history of each of these subsystems, and the limited scope of this paper, it is impossible to include most of the lessons learned; instead the attempt will be to present a selected few or key lessons, in the judgment of the authors. Each subsystem is presented separate, beginning with an overview of the hardware and their function, a short description of a few historical problems and their lessons, followed by a more comprehensive table listing of the major subsystem problems and lessons. These tables serve as a quick reference for lessons learned in each subsystem. In addition, this paper will establish common lessons across subsystems as well as concentrate on those lessons which are deemed to have the highest applicability to future space flight programs.

  1. Leveraging Current Initiatives to Bring Earth and Space Science into Elementary and Early Childhood Classrooms: NGSS in the Context of the Classroom Technology Push

    NASA Astrophysics Data System (ADS)

    Pacheco-Guffrey, H. A.

    2016-12-01

    Classroom teachers face many challenges today such as new standards, the moving targets of high stakes tests and teacher evaluations, inconsistent/insufficient access to resources and evolving education policies. Science education in the K-5 context is even more complex. NGSS can be intimidating, especially to K-5 educators with little science background. High stakes science tests are slow to catch up with newly drafted state level science standards, leaving teachers unsure about what to change and when to implement updated standards. Amid all this change, many schools are also piloting new technology programs. Though exciting, tech initiatives can also be overwhelming to teachers who are already overburdened. A practical way to support teachers in science while remaining mindful of these stressors is to design and share resources that leverage other K-5 school initiatives. This is often done by integrating writing or math into science learning to meet Common Core requirements. This presentation will suggest a method for bringing Earth and space science learning into elementary / early childhood classrooms by utilizing the current push for tablet technology. The goal is to make science integration reasonable by linking it to technology programs that are in their early stages. The roles and uses of K-5 Earth and space science apps will be examined in this presentation. These apps will be linked to NGSS standards as well as to the science and engineering practices. To complement the app resources, two support frameworks will also be shared. They are designed to help educators consider new technologies in the context of their own classrooms and lessons. The SAMR Model (Puentadura, 2012) is a conceptual framework that helps teachers think critically about the means and purposes of integrating technology into existing lessons. A practical framework created by the author will also be shared. It is designed to help teachers identify and address the important logistical and curricular decision-making aspects of integrating technology into K-5 classroom science. This method provides clear applications for new technology while also bringing meaningful Earth and space science learning into K-5 classrooms.

  2. The Ethics of Good Communication in a Complex Research Partnership

    PubMed Central

    Sodeke, Stephen; Turner, Timothy; Tarver, Will

    2013-01-01

    The tripartite partnership among Morehouse School of Medicine, Tuskegee University, and University of Alabama at Birmingham is complex. In 2005, the three schools—with different institutional cultures, characters, and resources—agreed to collaborate in efforts to eliminate racial/ethnic disparities in cancer burdens. Pursuing this laudable aim predictably involved some miscommunication. The Bioethics Shared Resource (BSR) group foresaw such challenges and monitored interactions to prevent harm, noting that while effective communication is critical to the achievement of mutual goals, an understanding and prudent use of proven communication principles is a sine qua non for success. In this commentary, we share the undergirding moral concepts, communication approaches, and lessons learned. This experience has led us to propose an ethics of good communication for others to consider. PMID:20675944

  3. The process of co-creating the interface for VENSTER, an interactive artwork for nursing home residents with dementia.

    PubMed

    Jamin, Gaston; Luyten, Tom; Delsing, Rob; Braun, Susy

    2017-10-17

    Interactive art installations might engage nursing home residents with dementia. The main aim of this article was to describe the challenging design process of an interactive artwork for nursing home residents, in co-creation with all stakeholders and to share the used methods and lessons learned. This process is illustrated by the design of the interface of VENSTER as a case. Nursing home residents from the psychogeriatric ward, informal caregivers, client representatives, health care professionals and members of the management team were involved in the design process, which consisted of three phases: (1) identify requirements, (2) develop a prototype and (3) conduct usability tests. Several methods were used (e.g. guided co-creation sessions, "Wizard of Oz"). Each phase generated "lessons learned", which were used as the departure point of the next phase. Participants hardly paid attention to the installation and interface. There, however, seemed to be an untapped potential for creating an immersive experience by focussing more on the content itself as an interface (e.g. creating specific scenes with cues for interaction, scenes based on existing knowledge or prior experiences). "Fifteen lessons learned" which can potentially assist the design of an interactive artwork for nursing home residents suffering from dementia were derived from the design process. This description provides tools and best practices for stakeholders to make (better) informed choices during the creation of interactive artworks. It also illustrates how co-design can make the difference between designing a pleasurable experience and a meaningful one. Implications for rehabilitation Co-design with all stakeholders can make the difference between designing a pleasurable experience and a meaningful one. There seems to be an untapped potential for creating an immersive experience by focussing more on the content itself as an interface (e.g. creating specific scenes with cues for interaction, scenes based on existing knowledge or prior experiences). Content as an interface proved to be a crucial part of the overall user experience. The case-study provides tools and best practices (15 "lessons learned") for stakeholders to make (better) informed choices during the creation of interactive artworks.

  4. Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students.

    PubMed

    Keegan, David A; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W Wayne

    2017-04-01

    In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum ( www.sharcfm.ca ). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. Copyright© the College of Family Physicians of Canada.

  5. A hybrid integrated services digital network-internet protocol solution for resident education.

    PubMed

    Erickson, Delnora; Greer, Lester; Belard, Arnaud; Tinnel, Brent; O'Connell, John

    2010-05-01

    The purpose of this study was to explore the effectiveness of incorporating Web-based application sharing of virtual medical simulation software within a multipoint video teleconference (VTC) as a training tool in graduate medical education. National Capital Consortium Radiation Oncology Residency Program resident and attending physicians participated in dosimetry teaching sessions held via VTC using Acrobat Connect application sharing. Residents at remote locations could take turns designing radiation treatments using standard three-dimensional planning software, whereas instructors gave immediate feedback and demonstrated proper techniques. Immediately after each dosimetry lesson, residents were asked to complete a survey that evaluated the effectiveness of the session. At the end of a 3-month trial of using Adobe Connect, residents completed a final survey that compared this teaching technology to the prior VTC-alone method. The mean difference from equality across all quality measures from the weekly survey was 0.8, where 0 indicated neither enhanced nor detracted from the learning experience and 1 indicated a minor enhancement in the learning experience. The mean difference from equality across all measures from the final survey comparing use of application sharing with VTC to VTC alone was 1.5, where 1 indicated slightly better and 2 indicated a somewhat better experience. The teaching efficacy of multipoint VTC is perceived by medical residents to be more effective when complemented by application-sharing software such as Adobe Acrobat Connect.

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

    ERIC Educational Resources Information Center

    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…

  7. 75 FR 80857 - Notice of Availability of NUREG-1800, Revision 2; “Standard Review Plan for Review of License...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-23

    ..., Revision 2; ``Generic Aging Lessons Learned (GALL) Report'' AGENCY: Nuclear Regulatory Commission (NRC... Nuclear Power Plants'' and NUREG-1801, Revision 2; ``Generic Aging Lessons Learned (GALL) Report... Lessons Learned (GALL) Report.'' These revised documents describe methods acceptable to the NRC staff for...

  8. Reinventing Teacher Professional Norms and Identities: The Role of Lesson Study and Learning Communities

    ERIC Educational Resources Information Center

    Lieberman, Joanne

    2009-01-01

    The present article addresses how lesson study can facilitate changing traditional norms of individualism, conservatism and presentism that constrain American teachers from learning from one another. The article investigates how lesson study can serve as a vehicle for developing teacher learning communities by developing or redeveloping teachers'…

  9. Leveraging Lesson Learning in Tactical Units

    DTIC Science & Technology

    1997-01-01

    then it may be a lesson, but as Vetock points out, determining useful lessons requires analysis. Discovery of the wrong lesson can be as bad as not...34lesson learning is a very dangerous business.൘ Distinguishing a good" lesson from a " bad " one requires experience, a good grasp of doctrine, and...section - - boasted 3 cigarette lighters, 1 bar of soap, 2 wallets, 40 bottles, 1 suspender, and 11 French toothpaste .55 49 As Vetock points out, the

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

    NASA Astrophysics Data System (ADS)

    Setyaningsih, S.

    2018-03-01

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

  11. Apollo 1 Lessons Learned Show

    NASA Image and Video Library

    2017-01-27

    Mike Ciannilli, the Apollo, Challenger, Columbia Lessons Learned Program manager, far right, is pictured with panelists from the Apollo 1 Lessons Learned event in the Training Auditorium at NASA's Kennedy Space Center in Florida. In the center, are Ernie Reyes, retired, former Apollo 1 senior operations manager; and John Tribe, retired, former Apollo 1 Reaction and Control System lead engineer. At far left is Zulie Cipo, the Apollo, Challenger, Columbia Lessons Learned Program event support team lead. The theme of the program was "To there and Back Again." The event helped pay tribute to the Apollo 1 crew, Gus Grissom, Ed White II, and Roger Chaffee.

  12. The conservation of sea otters: a prelude

    USGS Publications Warehouse

    Bodkin, James L.; Larson, Shawn E.

    2015-01-01

    The story of sea otters over the past 275 years chronicles their decline to near extinction and the roads to recovery that cross various conflicts, and in the end provides lessons that will aid the conservation of other threatened species and compromised ecosystems. Sea otters inspire strong human emotions ranging from adoration to disdain. They are protected internationally, federally, and at state and local levels, yet still face a diversity of threats, representing the legacy of their decline as well as emerging consequences from the ever-deepening imprint of the human endeavor. Here we briefly introduce the species, chronicle its history of near-demise and subsequent recovery, and highlight several conservation successes and challenges. In this volume we bring together scientists with significant knowledge of and experience with the sea otter and its ecosystems to share lessons learned and consider how these might be used to aid in the enterprise of conservation more broadly.

  13. Practical Approaches to Evaluating Progress and Outcomes in Community-Wide Teen Pregnancy Prevention Initiatives.

    PubMed

    Tevendale, Heather D; Condron, D Susanne; Garraza, Lucas Godoy; House, L Duane; Romero, Lisa M; Brooks, Megan A M; Walrath, Christine

    2017-03-01

    This paper presents an overview of the key evaluation components for a set of community-wide teen pregnancy prevention initiatives. We first describe the performance measures selected to assess progress toward meeting short-term objectives on the reach and quality of implementation of evidence-based teen pregnancy prevention interventions and adolescent reproductive health services. Next, we describe an evaluation that will compare teen birth rates in intervention communities relative to synthetic control communities. Synthetic controls are developed via a data-driven technique that constructs control communities by combining information from a pool of communities that are similar to the intervention community. Finally, we share lessons learned thus far in the evaluation of the project, with a focus on those lessons that may be valuable for local communities evaluating efforts to reduce teen pregnancy. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  14. Making Connections Through Coaching: A Story of Finding Meaning Through Athletics and Coaching

    NASA Astrophysics Data System (ADS)

    Krug, Mary

    In this thesis, I share stories of my experiences as a high school science teacher, gymnastics coach, and track and field coach and I explore my discovery of the importance of making connections in my vocation. Written in Scholarly Personal Narrative format, I reflect on my own experiences with high school and college athletics I and discuss the lessons that I learned which I find to be most important to coaches and teachers. This thesis centers around making connections with athletes and students as a coach and educator. I dive into my career and highlight the lessons that I find to be most important for myself and other teaching and coaching professionals. The strongest take-away message that I would like my readers to recognize is that teachers who express genuine interest in students' lives can help them open up and feel like they belong. In turn, a cooperative, collaborative community can form.

  15. Regional climate response collaboratives: Multi-institutional support for climate resilience

    USGS Publications Warehouse

    Averyt, Kristen; Derner, Justin D.; Dilling, Lisa; Guerrero, Rafael; Joyce, Linda A.; McNeeley, Shannon; McNie, Elizabeth; Morisette, Jeffrey T.; Ojima, Dennis; O'Malley, Robin; Peck, Dannele; Ray, Andrea J.; Reeves, Matt; Travis, William

    2018-01-01

    Federal investments by U.S. agencies to enhance climate resilience at regional scales grew over the past decade (2010s). To maximize efficiency and effectiveness in serving multiple sectors and scales, it has become critical to leverage existing agency-specific research, infrastructure, and capacity while avoiding redundancy. We discuss lessons learned from a multi-institutional “regional climate response collaborative” that comprises three different federally-supported climate service entities in the Rocky Mountain west and northern plains region. These lessons include leveraging different strengths of each partner, creating deliberate mechanisms to increase cross-entity communication and joint ownership of projects, and placing a common priority on stakeholder-relevant research and outcomes. We share the conditions that fostered successful collaboration, which can be transferred elsewhere, and suggest mechanisms for overcoming potential barriers. Synergies are essential for producing actionable research that informs climate-related decisions for stakeholders and ultimately enhances climate resilience at regional scales.

  16. Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions.

    PubMed

    DiBartolo, Patricia Marten; Gregg-Jolly, Leslie; Gross, Deborah; Manduca, Cathryn A; Iverson, Ellen; Cooke, David B; Davis, Gregory K; Davidson, Cameron; Hertz, Paul E; Hibbard, Lisa; Ireland, Shubha K; Mader, Catherine; Pai, Aditi; Raps, Shirley; Siwicki, Kathleen; Swartz, Jim E

    Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute's (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others' efforts to increase access to and persistence in STEM in higher education. © 2016 P. M. DiBartolo, L. Gregg-Jolly, D. Gross, C. A. Manduca, E. Iverson, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  17. Responding To School Walkout Demonstrations. Lessons Learned From School Crises and Emergencies, Volume 3, Issue 1, 2008

    ERIC Educational Resources Information Center

    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 examines the incidence of student walkout demonstrations and the various ways in which administrators, school staff, law enforcement, and the community at large can help keep youths…

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

    ERIC Educational Resources Information Center

    US Department of Education, 2006

    2006-01-01

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

  19. 75 FR 27838 - Notice of Availability of Draft NUREG-1800, Revision 2; “Standard Review Plan for Review of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-18

    ... Draft NUREG-1801, Revision 2; ``Generic Aging Lessons Learned (GALL) Report'' AGENCY: Nuclear Regulatory... Applications for Nuclear Power Plants ''and draft NUREG-1801, ``Generic Aging Lessons Learned (GALL) Report... Power Plants'' (SRP-LR); and the revised NUREG-1801, ``Generic Aging Lessons Learned (GALL) Report'' for...

  20. 77 FR 21813 - Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, “Buried and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-11

    ... NUCLEAR REGULATORY COMMISSION [NRC-2012-0055] Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, ``Buried and Underground Piping and Tanks'' AGENCY: Nuclear Regulatory... NUREG-1801, Revision 2, ``Generic Aging Lessons Learned (GALL) Report,'' and the NRC staff's aging...

  1. Teaching from Objects and Stories: Learning about the Bering Sea Eskimo People. Smithsonian in Your Classroom.

    ERIC Educational Resources Information Center

    Smigielski, Alan

    The three lesson plans in this issue feature the Eskimos of the Bering Sea and their culture. The lesson plans are: (1) "Learning about a Culture from Its Objects"; (2) "Learning about a Culture from a Story"; and (3) "Everyday Objects." Each lesson cites student objectives; lists materials needed; gives subjects…

  2. Value pricing pilot program : lessons learned

    DOT National Transportation Integrated Search

    2008-08-01

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

  3. Data governance and data sharing agreements for community-wide health information exchange: lessons from the beacon communities.

    PubMed

    Allen, Claudia; Des Jardins, Terrisca R; Heider, Arvela; Lyman, Kristin A; McWilliams, Lee; Rein, Alison L; Schachter, Abigail A; Singh, Ranjit; Sorondo, Barbara; Topper, Joan; Turske, Scott A

    2014-01-01

    Unprecedented efforts are underway across the United States to electronically capture and exchange health information to improve health care and population health, and reduce costs. This increased collection and sharing of electronic patient data raises several governance issues, including privacy, security, liability, and market competition. Those engaged in such efforts have had to develop data sharing agreements (DSAs) among entities involved in information exchange, many of whom are "nontraditional" health care entities and/or new partners. This paper shares lessons learned based on the experiences of six federally funded communities participating in the Beacon Community Cooperative Agreement Program, and offers guidance for navigating data governance issues and developing DSAs to facilitate community-wide health information exchange. While all entities involved in electronic data sharing must address governance issues and create DSAs accordingly, until recently little formal guidance existed for doing so - particularly for community-based initiatives. Despite this lack of guidance, together the Beacon Communities' experiences highlight promising strategies for navigating complex governance issues, which may be useful to other entities or communities initiating information exchange efforts to support delivery system transformation. For the past three years, AcademyHealth has provided technical assistance to most of the 17 Beacon Communities, 6 of whom contributed to this collaborative writing effort. Though these communities varied widely in terms of their demographics, resources, and Beacon-driven priorities, common themes emerged as they described their approaches to data governance and DSA development. The 6 Beacon Communities confirmed that DSAs are necessary to satisfy legal and market-based concerns, and they identified several specific issues, many of which have been noted by others involved in network data sharing initiatives. More importantly, these communities identified several promising approaches to timely and effective DSA development, including: stakeholder engagement; identification and effective communication of value; adoption of a parsimonious approach; attention to market-based concerns; flexibility in adapting and expanding existing agreements and partnerships; and anticipation of required time and investment.

  4. Integration of a mobile-integrated therapy with electronic health records: lessons learned.

    PubMed

    Peeples, Malinda M; Iyer, Anand K; Cohen, Joshua L

    2013-05-01

    Responses to the chronic disease epidemic have predominantly been standardized in their approach to date. Barriers to better health outcomes remain, and effective management requires patient-specific data and disease state knowledge be presented in methods that foster clinical decision-making and patient self-management. Mobile technology provides a new platform for data collection and patient-provider communication. The mobile device represents a personalized platform that is available to the patient on a 24/7 basis. Mobile-integrated therapy (MIT) is the convergence of mobile technology, clinical and behavioral science, and scientifically validated clinical outcomes. In this article, we highlight the lessons learned from functional integration of a Food and Drug Administration-cleared type 2 diabetes MIT into the electronic health record (EHR) of a multiphysician practice within a large, urban, academic medical center. In-depth interviews were conducted with integration stakeholder groups: mobile and EHR software and information technology teams, clinical end users, project managers, and business analysts. Interviews were summarized and categorized into lessons learned using the Architecture for Integrated Mobility® framework. Findings from the diverse stakeholder group of a MIT-EHR integration project indicate that user workflow, software system persistence, environment configuration, device connectivity and security, organizational processes, and data exchange heuristics are key issues that must be addressed. Mobile-integrated therapy that integrates patient self-management data with medical record data provides the opportunity to understand the potential benefits of bidirectional data sharing and reporting that are most valuable in advancing better health and better care in a cost-effective way that is scalable for all chronic diseases. © 2013 Diabetes Technology Society.

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

    NASA Technical Reports Server (NTRS)

    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

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

    NASA Technical Reports Server (NTRS)

    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.

  7. Business and public health collaboration for emergency preparedness in Georgia: a case study.

    PubMed

    Buehler, James W; Whitney, Ellen A; Berkelman, Ruth L

    2006-11-20

    Governments may be overwhelmed by a large-scale public health emergency, such as a massive bioterrorist attack or natural disaster, requiring collaboration with businesses and other community partners to respond effectively. In Georgia, public health officials and members of the Business Executives for National Security have successfully collaborated to develop and test procedures for dispensing medications from the Strategic National Stockpile. Lessons learned from this collaboration should be useful to other public health and business leaders interested in developing similar partnerships. The authors conducted a case study based on interviews with 26 government, business, and academic participants in this collaboration. The partnership is based on shared objectives to protect public health and assure community cohesion in the wake of a large-scale disaster, on the recognition that acting alone neither public health agencies nor businesses are likely to manage such a response successfully, and on the realization that business and community continuity are intertwined. The partnership has required participants to acknowledge and address multiple challenges, including differences in business and government cultures and operational constraints, such as concerns about the confidentiality of shared information, liability, and the limits of volunteerism. The partnership has been facilitated by a business model based on defining shared objectives, identifying mutual needs and vulnerabilities, developing carefully-defined projects, and evaluating proposed project methods through exercise testing. Through collaborative engagement in progressively more complex projects, increasing trust and understanding have enabled the partners to make significant progress in addressing these challenges. As a result of this partnership, essential relationships have been established, substantial private resources and capabilities have been engaged in government preparedness programs, and a model for collaborative, emergency mass dispensing of pharmaceuticals has been developed, tested, and slated for expansion. The lessons learned from this collaboration in Georgia should be considered by other government and business leaders seeking to develop similar partnerships.

  8. Business and public health collaboration for emergency preparedness in Georgia: a case study

    PubMed Central

    Buehler, James W; Whitney, Ellen A; Berkelman, Ruth L

    2006-01-01

    Background Governments may be overwhelmed by a large-scale public health emergency, such as a massive bioterrorist attack or natural disaster, requiring collaboration with businesses and other community partners to respond effectively. In Georgia, public health officials and members of the Business Executives for National Security have successfully collaborated to develop and test procedures for dispensing medications from the Strategic National Stockpile. Lessons learned from this collaboration should be useful to other public health and business leaders interested in developing similar partnerships. Methods The authors conducted a case study based on interviews with 26 government, business, and academic participants in this collaboration. Results The partnership is based on shared objectives to protect public health and assure community cohesion in the wake of a large-scale disaster, on the recognition that acting alone neither public health agencies nor businesses are likely to manage such a response successfully, and on the realization that business and community continuity are intertwined. The partnership has required participants to acknowledge and address multiple challenges, including differences in business and government cultures and operational constraints, such as concerns about the confidentiality of shared information, liability, and the limits of volunteerism. The partnership has been facilitated by a business model based on defining shared objectives, identifying mutual needs and vulnerabilities, developing carefully-defined projects, and evaluating proposed project methods through exercise testing. Through collaborative engagement in progressively more complex projects, increasing trust and understanding have enabled the partners to make significant progress in addressing these challenges. Conclusion As a result of this partnership, essential relationships have been established, substantial private resources and capabilities have been engaged in government preparedness programs, and a model for collaborative, emergency mass dispensing of pharmaceuticals has been developed, tested, and slated for expansion. The lessons learned from this collaboration in Georgia should be considered by other government and business leaders seeking to develop similar partnerships. PMID:17116256

  9. Globalizing Lessons Learned from Regional-scale Observatories

    NASA Astrophysics Data System (ADS)

    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 required to support the global network. Globalization includes the development of international networks to coordinate activities, such as the Global HF Radar network supported by GEO, the global Everyone's Glider Organization supported by WMO and IOC, and the need for professional training supported by MTS.

  10. Integrating Patient-Reported Outcomes into Spine Surgical Care through Visual Dashboards: Lessons Learned from Human-Centered Design.

    PubMed

    Hartzler, Andrea L; Chaudhuri, Shomir; Fey, Brett C; Flum, David R; Lavallee, Danielle

    2015-01-01

    The collection of patient-reported outcomes (PROs) draws attention to issues of importance to patients-physical function and quality of life. The integration of PRO data into clinical decisions and discussions with patients requires thoughtful design of user-friendly interfaces that consider user experience and present data in personalized ways to enhance patient care. Whereas most prior work on PROs focuses on capturing data from patients, little research details how to design effective user interfaces that facilitate use of this data in clinical practice. We share lessons learned from engaging health care professionals to inform design of visual dashboards, an emerging type of health information technology (HIT). We employed human-centered design (HCD) methods to create visual displays of PROs to support patient care and quality improvement. HCD aims to optimize the design of interactive systems through iterative input from representative users who are likely to use the system in the future. Through three major steps, we engaged health care professionals in targeted, iterative design activities to inform the development of a PRO Dashboard that visually displays patient-reported pain and disability outcomes following spine surgery. Design activities to engage health care administrators, providers, and staff guided our work from design concept to specifications for dashboard implementation. Stakeholder feedback from these health care professionals shaped user interface design features, including predefined overviews that illustrate at-a-glance trends and quarterly snapshots, granular data filters that enable users to dive into detailed PRO analytics, and user-defined views to share and reuse. Feedback also revealed important considerations for quality indicators and privacy-preserving sharing and use of PROs. Our work illustrates a range of engagement methods guided by human-centered principles and design recommendations for optimizing PRO Dashboards for patient care and quality improvement. Engaging health care professionals as stakeholders is a critical step toward the design of user-friendly HIT that is accepted, usable, and has the potential to enhance quality of care and patient outcomes.

  11. Shared Electronic Health Record Systems: Key Legal and Security Challenges.

    PubMed

    Christiansen, Ellen K; Skipenes, Eva; Hausken, Marie F; Skeie, Svein; Østbye, Truls; Iversen, Marjolein M

    2017-11-01

    Use of shared electronic health records opens a whole range of new possibilities for flexible and fruitful cooperation among health personnel in different health institutions, to the benefit of the patients. There are, however, unsolved legal and security challenges. The overall aim of this article is to highlight legal and security challenges that should be considered before using shared electronic cooperation platforms and health record systems to avoid legal and security "surprises" subsequent to the implementation. Practical lessons learned from the use of a web-based ulcer record system involving patients, community nurses, GPs, and hospital nurses and doctors in specialist health care are used to illustrate challenges we faced. Discussion of possible legal and security challenges is critical for successful implementation of shared electronic collaboration systems. Key challenges include (1) allocation of responsibility, (2) documentation routines, (3) and integrated or federated access control. We discuss and suggest how challenges of legal and security aspects can be handled. This discussion may be useful for both current and future users, as well as policy makers.

  12. Welcome to Lotus 1-2-3 Advanced. Learning Activity Packets.

    ERIC Educational Resources Information Center

    Mills, Steven; And Others

    This learning activity packet (LAP) contains five self-paced study lessons that allow students to study advanced concepts of Lotus 1-2-3 at their own pace. The lessons used in the LAP are organized in the following way: lesson name, lesson number, objectives, completion standard, performance standard, required materials, unit test, and exercises.…

  13. Skylab lessons learned as applicable to a large space station, 1967-1974. Ph.D. Thesis - Catholic Univ. of Am.

    NASA Technical Reports Server (NTRS)

    Schneider, W. C.

    1976-01-01

    This report records some of the lessons learned during Skylab development. The approach taken is to list lessons which could have wide application in the development of a large space station. The lessons are amplified and explained in light of the background and experiences of the Skylab development.

  14. Teaching science in museums

    NASA Astrophysics Data System (ADS)

    Tran, Lynn Uyen

    Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

  15. Crossing Borders: A Qualitative Study of How Occupational Therapy Educators and Scholars Develop and Sustain Global Partnerships.

    PubMed

    Witchger Hansen, Anne Marie

    2015-09-01

    The World Federation of Occupational Therapists (WFOT) and the American Occupational Therapy Association promote a globally connected profession that responds to the needs of our diverse societies. Global partnerships are grounded on the principle that cross-cultural experiences are enriching and provide mutual benefits. The purpose of this study was to uncover how occupational therapy educators and scholars perceive and experience (1) developing and sustaining global partnerships and (2) lessons learned. In this qualitative study, 30 occupational therapy educators and researchers completed an online survey. Eight participated in an interview. Results found major themes that help develop and sustain partnerships: building relationship of trust and respect, communicating effectively, cultivating cultural competence, sharing power and resources with collaborators and creating a context for reciprocal learning. Lessons learned include a call to walking humbly, building relationships of trust and respect, establishing open and honest communication, supporting local solutions to local problems, ensuring equality of resources and learning from their global partners. The findings suggest that global partnerships have the potential to transform both partners if the partners engage with mutual understanding and respect. Limitations of this study include a small sample size and participant's pool limited to occupational therapists from United States. Recommendations for future research include qualitative studies to identify model occupational therapy programmes that sustain global partnerships using a diverse sample of international occupational therapy educators and researchers. © 2015 John Wiley & Sons, Ltd.

  16. Power learning or path dependency? Investigating the roots of the European Food Safety Authority.

    PubMed

    Roederer-Rynning, Christilla; Daugbjerg, Carsten

    2010-01-01

    A key motive for establishing the European Food Safety Authority (EFSA) was restoring public confidence in the wake of multiplying food scares and the BSE crisis. Scholars, however, have paid little attention to the actual political and institutional logics that shaped this new organization. This article explores the dynamics underpinning the making of EFSA. We examine the way in which learning and power shaped its organizational architecture. It is demonstrated that the lessons drawn from the past and other models converged on the need to delegate authority to an external agency, but diverged on its mandate, concretely whether or not EFSA should assume risk management responsibilities. In this situation of competitive learning, power and procedural politics conditioned the mandate granted to EFSA. The European Commission, the European Parliament and the European Council shared a common interest in preventing the delegation of regulatory powers to an independent EU agency in food safety policy.

  17. Behind the scenes: A medical natural language processing project.

    PubMed

    Wu, Joy T; Dernoncourt, Franck; Gehrmann, Sebastian; Tyler, Patrick D; Moseley, Edward T; Carlson, Eric T; Grant, David W; Li, Yeran; Welt, Jonathan; Celi, Leo Anthony

    2018-04-01

    Advancement of Artificial Intelligence (AI) capabilities in medicine can help address many pressing problems in healthcare. However, AI research endeavors in healthcare may not be clinically relevant, may have unrealistic expectations, or may not be explicit enough about their limitations. A diverse and well-functioning multidisciplinary team (MDT) can help identify appropriate and achievable AI research agendas in healthcare, and advance medical AI technologies by developing AI algorithms as well as addressing the shortage of appropriately labeled datasets for machine learning. In this paper, our team of engineers, clinicians and machine learning experts share their experience and lessons learned from their two-year-long collaboration on a natural language processing (NLP) research project. We highlight specific challenges encountered in cross-disciplinary teamwork, dataset creation for NLP research, and expectation setting for current medical AI technologies. Copyright © 2017. Published by Elsevier B.V.

  18. Social Networking Sites and Addiction: Ten Lessons Learned

    PubMed Central

    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

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

    PubMed

    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.

  20. Lessons Learned from Application of System and Software Level RAMS Analysis to a Space Control System

    NASA Astrophysics Data System (ADS)

    Silva, N.; Esper, A.

    2012-01-01

    The work presented in this article represents the results of applying RAMS analysis to a critical space control system, both at system and software levels. The system level RAMS analysis allowed the assignment of criticalities to the high level components, which was further refined by a tailored software level RAMS analysis. The importance of the software level RAMS analysis in the identification of new failure modes and its impact on the system level RAMS analysis is discussed. Recommendations of changes in the software architecture have also been proposed in order to reduce the criticality of the SW components to an acceptable minimum. The dependability analysis was performed in accordance to ECSS-Q-ST-80, which had to be tailored and complemented in some aspects. This tailoring will also be detailed in the article and lessons learned from the application of this tailoring will be shared, stating the importance to space systems safety evaluations. The paper presents the applied techniques, the relevant results obtained, the effort required for performing the tasks and the planned strategy for ROI estimation, as well as the soft skills required and acquired during these activities.

  1. Geocuration Lessons Learned from the Climate Data Initiative Project

    NASA Technical Reports Server (NTRS)

    Ramachandran, Rahul; Bugbee, Kaylin; Tilmes, Curt; Pinheiro Privette, Ana

    2015-01-01

    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 prototypical 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 the CDI project, key lessons learned, and suggestions to improve similar geocuration efforts in the future will be part of this presentation.

  2. Building capacity for cognitive behavioral therapy delivery for depression in disaster-impacted contexts.

    PubMed

    Ngo, Victoria K; Centanni, Angela; Wong, Eunice; Wennerstrom, Ashley; Miranda, Jeanne

    2011-01-01

    Numerous challenges exist in implementing evidence-based practices, such as cognitive behavioral therapy, in resource poor, ethnic minority, and/or disaster-affected communities with disparities in mental health. Community-academic participatory partnerships are a promising approach to addressing disparities by implementing community-appropriate, evidence-based depression care. A community-academic collaborative was formed in New Orleans after Hurricane Katrina to expand resources for effective depression care, including cognitive behavioral therapy. In this article, we: 1) describe our model of building capacity to deliver cognitive behavioral therapy for depression in post-disaster community-based settings; 2) discuss the impact of this training program on therapist reported practice; and 3) share lessons learned regarding disseminating and sustaining evidence-based interventions in the context of a disaster impacted community. Using a mixed methods approach, we found that this model was feasible, acceptable, and disseminated knowledge about cognitive behavioral therapy in community settings. Over the course of two years, community providers demonstrated the feasibility of implementing evidence-based practice and potential for local community leadership. The lessons learned from this model of implementation may help address barriers to disseminating evidence-based interventions in other low-resource, disaster-impacted community settings.

  3. A doctor in the house: rationale for providing on-site urological consultation to geriatric patients in nursing health care facilities.

    PubMed

    Watson, Richard A; Suchak, Nihirika; Steel, Knight

    2010-08-01

    To establish a rationale for providing on-site urological care on a regular basis in the nursing health care center setting and to share "lessons learned," which we have garnered in providing that care over a 5-year experience. We have reviewed and assessed our experiences in providing urological outreach to nursing health care center patients. Our outreach program has been well received both by patients and by health care center personnel. Over this time, we have capitalized on many advantages that this initiative offers, and we have gained, through this experience, several "lessons learned," not only regarding what to do, but also what to avoid. Advantages to on-site urological care include: (1) timely, targeted clinical intervention; (2) significant disease prevention; (3) expedition of treatment; (4) health care provider education; and (5) rich opportunities for clinical investigation. In addition, the on-site urologist can provide the health care center with helpful advice and validation in meeting federal and state health care requirements. Unfortunately, to date, remuneration for such programs has been discouraging. Federal and state regulations continue to impede innovative change. Copyright (c) 2010 Elsevier Inc. All rights reserved.

  4. The importance of using open source technologies and common standards for interoperability within eHealth: Perspectives from the Millennium Villages Project

    PubMed Central

    Borland, Rob; Barasa, Mourice; Iiams-Hauser, Casey; Velez, Olivia; Kaonga, Nadi Nina; Berg, Matt

    2013-01-01

    The purpose of this paper is to illustrate the importance of using open source technologies and common standards for interoperability when implementing eHealth systems and illustrate this through case studies, where possible. The sources used to inform this paper draw from the implementation and evaluation of the eHealth Program in the context of the Millennium Villages Project (MVP). As the eHealth Team was tasked to deploy an eHealth architecture, the Millennium Villages Global-Network (MVG-Net), across all fourteen of the MVP sites in Sub-Saharan Africa, the team recognized the need for standards and uniformity but also realized that context would be an important factor. Therefore, the team decided to utilize open source solutions. The MVP implementation of MVG-Net provides a model for those looking to implement informatics solutions across disciplines and countries. Furthermore, there are valuable lessons learned that the eHealth community can benefit from. By sharing lessons learned and developing an accessible, open-source eHealth platform, we believe that we can more efficiently and rapidly achieve the health-related and collaborative Millennium Development Goals (MDGs). PMID:22894051

  5. Geocuration Lessons Learned from the Climate Data Initiative Project

    NASA Astrophysics Data System (ADS)

    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.

  6. Lessons Learned JSC Micro-Wireless Instrumentation Systems on Space Shuttle and International Space Station CANEUS 2006

    NASA Technical Reports Server (NTRS)

    Studor, George

    2007-01-01

    A viewgraph presentation on lessons learned from NASA Johnson Space Center's micro-wireless instrumentation is shown. The topics include: 1) Background, Rationale and Vision; 2) NASA JSC/Structural Engineering Approach & History; 3) Orbiter Wing Leading Edge Impact Detection System; 4) WLEIDS Confidence and Micro-WIS Lessons Learned; and 5) Current Projects and Recommendations.

  7. Orbiter Water Dump Nozzles Redesign Lessons Learned

    NASA Technical Reports Server (NTRS)

    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.

  8. 2000 Worldwide Joint Lessons Learned Conference. Forging a Future Joint Lessons Learned System. (Joint Center for Lessons Learned Special Bulletin. Volume 3, Special Issue 1, January 2001)

    DTIC Science & Technology

    2001-01-01

    Management System (JTIMS) followed, and generated spirited discussion regarding the respective roles of JTIMS and the JLLP. The discussion concluded...waiting for the Director, Joint Staff�s signature and should be in official distribution by January 2001. An update on the Joint Training Information

  9. Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences.

    PubMed

    Al Otaiba, Stephanie; Lake, Vickie E; Greulich, Luana; Folsom, Jessica S; Guidry, Lisa

    2012-01-01

    This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.

  10. Can psychology walk the walk of open science?

    PubMed

    Hesse, Bradford W

    2018-01-01

    An "open science movement" is gaining traction across many disciplines within the research enterprise but is also precipitating consternation among those who worry that too much disruption may be hampering professional productivity. Despite this disruption, proponents of open data collaboration have argued that some of the biggest problems of the 21st century need to be solved with the help of many people and that data sharing will be the necessary engine to make that happen. In the United States, a national strategic plan for data sharing encouraged the federally funded scientific agencies to (a) publish open data for community use in discoverable, machine-readable, and useful ways; (b) work with public and civil society organizations to set priorities for data to be shared; (c) support innovation and feedback on open data solutions; and (d) continue efforts to release and enhance high-priority data sets funded by taxpayer dollars. One of the more visible open data projects in the psychological sciences is the presidentially announced "Brain Research Through Advancing Innovative Neurotechnologies" (BRAIN) initiative. Lessons learned from initiatives such as these are instructive both from the perspective of open science within psychology and from the perspective of understanding the psychology of open science. Recommendations for creating better pathways to "walk the walk" in open science include (a) nurturing innovation and agile learning, (b) thinking outside the paradigm, (c) creating simplicity from complexity, and (d) participating in continuous learning evidence platforms. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  11. Video Games as a Context for Numeracy Development

    ERIC Educational Resources Information Center

    Thomas, Troy A.; Wiest, Lynda R.

    2013-01-01

    Troy Thomas and Lynda Wiest share an engaging lesson on statistics involving analysis of real-world data on the top ten video game sales in the United States during a one-week period. Three upper-primary classes completed the lesson, providing insight into the lesson's effectiveness. The lesson description includes attention to the manner in which…

  12. Care coordination for children with special needs in Medicaid: lessons from Medicare.

    PubMed

    Stewart, Kate A; Bradley, Katharine W V; Zickafoose, Joseph S; Hildrich, Rachel; Ireys, Henry T; Brown, Randall S

    2018-04-01

    To provide actionable recommendations for improving care coordination programs for children with special healthcare needs (CSHCN) in Medicaid managed care.  Literature review and interviews with stakeholders and policy experts to adapt lessons learned from Medicare care coordination programs for CSHCN in Medicaid managed care. We reviewed syntheses of research on Medicare care coordination programs to identify lessons learned from successful programs. We adapted findings from Medicare to CSHCN in Medicaid based on an environmental scan and discussions with experts. The scan focused on Medicaid financing and eligibility for care coordination and how these intersect with Medicaid managed care. The expert discussions included pediatricians, Medicaid policy experts, Medicaid medical directors, and a former managed care executive, all experienced in care coordination for CSHCN. We found 6 elements that are consistently associated with improved outcomes from Medicare care coordination programs and relevant to CSHCN in Medicaid: 1) identifying and targeting high-risk patients, 2) clearly articulating what outcomes programs are likely to improve, 3) encouraging active engagement between care coordinators and primary care providers, 4) requiring some in-person contact between care coordinators and patients, 5) facilitating information sharing among providers, and 6) supplementing care coordinators' expertise with that of other clinical experts. States and Medicaid managed care organizations have many options for designing effective care coordination programs for CSHCN. Their choices should account for the diversity of conditions among CSHCN, families' capacity to coordinate care, and social determinants of health.

  13. Developing Noticing of Reasoning through Demonstration Lessons

    ERIC Educational Resources Information Center

    Bragg, Leicha A.; Vale, Colleen

    2014-01-01

    Observation of fellow educators conducting demonstration lessons is one avenue for teachers to develop sensitivity to noticing students' reasoning. We examined teachers' noticing of children's learning behaviours in one demonstration lesson of the "Mathematical Reasoning Professional Learning Research Program" (MRPLRP). The observations…

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

    NASA Technical Reports Server (NTRS)

    2010-01-01

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

  15. The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts

    PubMed Central

    Strouse, Gabrielle A.; Nyhout, Angela; Ganea, Patricia A.

    2018-01-01

    Picture books are an important source of new language, concepts, and lessons for young children. A large body of research has documented the nature of parent-child interactions during shared book reading. A new body of research has begun to investigate the features of picture books that support children's learning and transfer of that information to the real world. In this paper, we discuss how children's symbolic development, analogical reasoning, and reasoning about fantasy may constrain their ability to take away content information from picture books. We then review the nascent body of findings that has focused on the impact of picture book features on children's learning and transfer of words and letters, science concepts, problem solutions, and morals from picture books. In each domain of learning we discuss how children's development may interact with book features to impact their learning. We conclude that children's ability to learn and transfer content from picture books can be disrupted by some book features and research should directly examine the interaction between children's developing abilities and book characteristics on children's learning. PMID:29467690

  16. The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts.

    PubMed

    Strouse, Gabrielle A; Nyhout, Angela; Ganea, Patricia A

    2018-01-01

    Picture books are an important source of new language, concepts, and lessons for young children. A large body of research has documented the nature of parent-child interactions during shared book reading. A new body of research has begun to investigate the features of picture books that support children's learning and transfer of that information to the real world. In this paper, we discuss how children's symbolic development, analogical reasoning, and reasoning about fantasy may constrain their ability to take away content information from picture books. We then review the nascent body of findings that has focused on the impact of picture book features on children's learning and transfer of words and letters, science concepts, problem solutions, and morals from picture books. In each domain of learning we discuss how children's development may interact with book features to impact their learning. We conclude that children's ability to learn and transfer content from picture books can be disrupted by some book features and research should directly examine the interaction between children's developing abilities and book characteristics on children's learning.

  17. Pediatric Traumatic Brain Injury and Autism: Elucidating Shared Mechanisms

    PubMed Central

    Singh, Rahul; Nguyen, Linda; Motwani, Kartik; Swatek, Michelle

    2016-01-01

    Pediatric traumatic brain injury (TBI) and autism spectrum disorder (ASD) are two serious conditions that affect youth. Recent data, both preclinical and clinical, show that pediatric TBI and ASD share not only similar symptoms but also some of the same biologic mechanisms that cause these symptoms. Prominent symptoms for both disorders include gastrointestinal problems, learning difficulties, seizures, and sensory processing disruption. In this review, we highlight some of these shared mechanisms in order to discuss potential treatment options that might be applied for each condition. We discuss potential therapeutic and pharmacologic options as well as potential novel drug targets. Furthermore, we highlight advances in understanding of brain circuitry that is being propelled by improved imaging modalities. Going forward, advanced imaging will help in diagnosis and treatment planning strategies for pediatric patients. Lessons from each field can be applied to design better and more rigorous trials that can be used to improve guidelines for pediatric patients suffering from TBI or ASD. PMID:28074078

  18. Sharing health data in Belgium: A home care case study using the Vitalink platform.

    PubMed

    De Backere, Femke; Bonte, Pieter; Verstichel, Stijn; Ongenae, Femke; De Turck, Filip

    2018-01-01

    In 2013, the Flemish Government launched the Vitalink platform. This initiative focuses on the sharing of health and welfare data to support primary healthcare. In this paper, the objectives and mission of the Vitalink initiative are discussed. Security and privacy measures are reviewed, and the technical implementation of the Vitalink platform is presented. Through a case study, the possibility of interaction with cloud solutions for healthcare is also investigated upon; this was initially not the focus of Vitalink. The Vitalink initiative provides support for secure data sharing in primary healthcare, which in the long term will improve the efficiency of care and will decrease costs. Based on the results of the case study, Vitalink allowed cloud solutions or applications not providing end-to-end security to use their system. The most important lesson learned during this research was the need for firm regulations and stipulations for cloud solutions to interact with the Vitalink platform. However, these are currently still vague.

  19. U.S. Spacesuit Knowledge Capture Status and Initiatives in Fiscal Year 2014

    NASA Technical Reports Server (NTRS)

    Chullen, Cinda; Oliva, Vladenka R.

    2015-01-01

    Since its 2008 inception, the NASA U.S. Spacesuit Knowledge Capture (KC) program has shared historical spacesuit information with engineers and other technical team members to expand their understanding of the spacesuit's evolution, known capability and limitations, and future desires and needs for its use. As part of the U.S. Spacesuit KC program, subject-matter experts have delivered presentations, held workshops, and participated in interviews to share valuable spacesuit lessons learned to ensure this vital information will survive for existing and future generations to use. These events have included spacesuit knowledge from the inception of NASA's first spacesuit to current spacesuit design. To ensure that this information is shared with the entire NASA community and other interested or invested entities, these KC events were digitally recorded and transcribed to be uploaded onto several applicable NASA Web sites. This paper discusses the various Web sites that the KC events are uploaded to and possible future sites that will channel this information.

  20. U.S. Spacesuit Knowledge Capture Accomplishments in Fiscal Year 2014

    NASA Technical Reports Server (NTRS)

    Chullen, Cinda; Oliva, Vladenka R.

    2015-01-01

    Since its 2008 inception, the NASA U.S. Spacesuit Knowledge Capture (KC) program has shared historical spacesuit information with engineers and other technical team members to expand their understanding of the spacesuit's evolution, known capability and limitations, and future desires and needs for its use. As part of the U.S. Spacesuit KC program, subject-matter experts have delivered presentations, held workshops, and participated in interviews to share valuable spacesuit lessons learned to ensure this vital information will survive for existing and future generations to use. These events have included spacesuit knowledge from the inception of NASA's first spacesuit to current spacesuit design. To ensure that this information is shared with the entire NASA community and other interested or invested entities, these KC events were digitally recorded and transcribed to be uploaded onto several applicable NASA Web sites. This paper discusses the various Web sites that the KC events are uploaded to and possible future sites that will channel this information.

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