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Relevant bibliographies by topics / Drawing lessons

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Academic literature on the topic 'Drawing lessons'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Drawing lessons"

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Robertson, David Brian. "Political Conflict and Lesson-Drawing." Journal of Public Policy 11, no. 1 (January 1991): 55–78. http://dx.doi.org/10.1017/s0143814x00004931.

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ABSTRACTPolitical adversaries have reason and opportunity to use foreign lessons to gain advantage in political conflicts. Political factors strongly affect the way public policy lessons are drawn and transformed into public policy. Political opponents contest the value, practicality, and transferability of policy initiatives in order to bias the outcome. The paper hypothesizes that (i) the politicization of lesson-drawing induces issue experts to emphasize the descriptive and technical aspects of programs; (2) gives an incentive to advocates of change to use lessons to advance their position during the agenda-setting process; and (3) gives opponents of change an incentive to draw counterbalancing negative lessons from foreign experience when a proposed lesson reaches the point where adoption is entirely possible. The 1988 Congressional debate over mandatory plant closing prenotification provides evidence supporting hypotheses. The paper further hypothesizes: (4) most polities will not adopt both conservative and liberal programs even when theoretically they could do so; and (5) the degree to which a population of polities adopt a particular lesson will be a function of the program's economic and politicial feasibility. The diffusion of labor market and income maintenance policies across the American states supports both of these claims.

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Swanson, Julie Dingle. "Drawing Upon Lessons Learned." Gifted Child Quarterly 60, no. 3 (April 2016): 172–91. http://dx.doi.org/10.1177/0016986216642016.

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Uglu, Achilov Nurbek Norboy. "Methods of Using Game Technologies in the Development of Lesson Effectiveness and Creative Abilities in Drawing Lessons." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 4111–19. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020123.

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Rose, Richard. "What is Lesson-Drawing?" Journal of Public Policy 11, no. 1 (January 1991): 3–30. http://dx.doi.org/10.1017/s0143814x00004918.

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ABSTRACTLesson-drawing addresses the question: Under what circumstances and to what extent can a programme that is effective in one place transfer to another. Searching for fresh knowledge is not normal; the second section describes the stimulus to search as dissatisfaction with the status quo. Lessons can be sought by searching across time and/or across space; the choice depends upon a subjective definition of proximity, epistemic communities linking experts together, functional interdependence between governments, and the authority of intergovernmental institutions. The process of lesson-drawing starts with scanning programmes in effect elsewhere, and ends with the prospective evaluation of what would happen if a programme already in effect elsewhere were transferred here in future. Lesson-drwaing is part of a contested political process; there is no assurance that a lesson drawn will be both desirable and practical. The conclusion considers the uncertainty and instability of judgements about the practicality and desirability of transferring programmes.

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Irwin, Colin, and Alistair Morley. "Drawing lessons from the past." RUSI Journal 150, no. 1 (February 2005): 49–53. http://dx.doi.org/10.1080/03071840508522919.

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Sierp, Aline. "Drawing Lessons from the Past." East European Politics and Societies: and Cultures 30, no. 1 (January 15, 2016): 3–9. http://dx.doi.org/10.1177/0888325415605890.

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This introductory article to the special section on “Europe’s Changing Lessons from the Past” argues for a close analysis of acts of public remembrance in Central and Eastern European countries in order to uncover the link between the issue of public memory and long-term processes of democratisation. In countries facing a period of transition after the experience of war and dictatorship, the debate over its memory is usually as much a debate about a divisive past as it is about the future. While it is part of a sensitive political scrutiny that is related to different ideas on how to ensure sustainable peace, it also provides the basis for the recreation of a common sense of belonging and identity. The often resulting coexistence of different memory traditions creates two clearly identifiable levels of conflict: one on the national level and one on the supranational one. In mapping change in Central and Eastern Europe, this special section aims at making the connections between the two visible by on the one hand questioning the sociological turn in Memory and EU Studies and on the other, pinpointing the necessity to concentrate on processes and not only on their results.

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McCullagh, C. Behan. "Drawing Lessons from the Past." Historically Speaking 12, no. 2 (2011): 42–44. http://dx.doi.org/10.1353/hsp.2011.0025.

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Mazzone, Marian. "Drawing Conceptual Lessons from 1968." Third Text 23, no. 1 (January 2009): 79–84. http://dx.doi.org/10.1080/09528820902786701.

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Powell, Martin, and Sophie King–Hill. "Intra-crisis learning and prospective policy transfer in the COVID-19 pandemic." International Journal of Sociology and Social Policy 40, no. 9/10 (October 2, 2020): 877–92. http://dx.doi.org/10.1108/ijssp-07-2020-0339.

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PurposeThis article brings together the literatures on policy learning and lesson drawing with the intra-crisis learning literature in order to assess “learning lessons” in the COVID-19 pandemic.Design/methodology/approachIt carries out a structured review of articles that seek to provide lessons for the pandemic. It examines these articles using interpretative content analysis to apply the criteria of prospective policy transfer to the material.FindingsApplication of the criteria of prospective policy transfer suggests that lesson drawing was fairly limited. It is often not fully clear why nations were selected. Many articles were brief and provided limited detail, meaning that there was little depth on issues such as problems and goals and on policy performance or policy success or failure. There was limited discussion of transferability of lessons, and few clear lessons could be drawn. Finally, the extent to which it was possible to learn lessons in a “non-routine” or “less routine” crisis, under conditions of threat, uncertainty and urgency was generally not discussed.Practical implicationsThe criteria within the framework of prospective policy transfer provide a template for policy makers to assess lessons.Originality/valueThis article indicates the problems of attempting to draw lessons from the past or from other nations to an unprecedented crisis, where decision-making is characterized by elements of threat, urgency and uncertainty.

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Dotger, Sharon, and Deborah Walsh. "Elementary art & science: observational drawing in lesson study." International Journal for Lesson and Learning Studies 4, no. 1 (January 5, 2015): 26–38. http://dx.doi.org/10.1108/ijlls-05-2014-0013.

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Purpose – The purpose of this paper is to report on elementary students’ observational drawings, which were produced from two science lesson study cycles. Design/methodology/approach – The authors collaboratively studied student work from two science research lessons. The authors evaluated 50 students’ science notebook entries, paying specific attention to their observational sketches. The authors wanted to understand how fourth grade students approach observational drawing in science class to better inform science and art pedagogy. Findings – Students represented their observations in a variety of ways. The structure of the lessons might have influenced students’ drawings, as did students’ orientation when constructing their representations. Research limitations/implications – This research is limited in that it only analyzes observational drawing from two research lessons. Practical implications – Through cross-disciplinary collaboration between a science educator and an art teacher, the authors developed shared ideas that were applicable in both spaces. In the near term, the authors have each changed the instructional practices to include more observational drawing. Social implications – This paper could impact public attitudes about the inclusion of science and art in the elementary curriculum. The authors would expect that through articulating the purpose of observational drawing for the artist and the scientist, the public would be more supportive of teaching these skills in school. Originality/value – This paper documents teacher learning across two content areas which students have limited access to in the USA during elementary school. It explains how science and art share objectives and can thus advocate for each other’s inclusion in the school day.

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Dissertations / Theses on the topic "Drawing lessons"

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Yang, Zi Wei. "Economic integration in Greater China : drawing lessons from European Union." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2555596.

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Henwood, Ruth. "Stakeholder analysis : drawing methodological lessons from review of relevant literature." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25423.

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Stakeholder analysis (SHA) is an important tool in policy analysis, used to understand the actors who are affected by or have an effect on a particular policy. Its implementation spans a variety of sectors from government to corporate, and conservation to health. The widespread application of SHA naturally causes some confusion with regards to terminology and methodology, but also serves as an opportunity for cross-sectoral and cross-discipline learning. This mini-dissertation discusses methods used to conduct stakeholder analyses (SHAs). It presents, first, the results of a broad scoping review investigating SHA methods described in 28 articles outside the health sector spanning low, middle and high income geographical regions. This scoping review, together with the seminal Varvasovszky and Brugha (2000) health policy SHA guide is, second, used to inform a systematic review – that entails a more critical assessment of the application of SHA across 21 articles addressing the use of SHAs within health policy analysis work undertaken within low to middle income country (LMIC) settings. A variety of methodological approaches to SHAs are used outside of the health sector, including creative ways to generate information in collaboration with SHs, as well as to present SHA findings. Future health policy analysts and researchers would do well to look outside the health sector for more creative and participative data collection and presentation approaches. Notwithstanding the widespread citing of Varvasovsky and Brugha (2000) across health policy SHAs, many of the articles were found wanting in their reflection on key issues presented by Varvasovsky and Brugha (2000). Health policy SH analysts and researchers should consider the use of a two- step SH identification strategy in order to include a greater variety of SHs; offer reflection on their own role within the process of focus and the potential impact of this on the analysis; as well as expand on how context is accounted for in the SHA process, rather than just describing it.

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Duwe, Sebastian [Verfasser]. "Governing the Transition to a Green Economy : Drawing lessons from China, the United States and the European Union / Sebastian Duwe." Berlin : Freie Universität Berlin, 2015. http://d-nb.info/1074870964/34.

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Uhlin, Anders. "Democracy and diffusion transnational lesson-drawing among Indonesian pro-democracy actors /." Lund : Lund University, 1995. http://catalog.hathitrust.org/api/volumes/oclc/37925734.html.

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Nash, Robert. "Tourism in peripheral areas : the use of causal networks and lesson drawing as analytical methods." Thesis, Robert Gordon University, 2002. http://hdl.handle.net/10059/624.

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The thesis sets out to evaluate the use of Causal Networks as a methodology and as a means of highlighting the problems associated with tourism in peripheral areas. Once these problems were identified through this process, the research findings are related to established literature and Lesson Drawing is evaluated as a means of comparative analysis. In attempting to utilise both Causal Networks and Lesson Drawing, three regions within Scotland were chosen as case studies. It was hoped that the selection of three regions within the same geographical propinquity would allow for Lessons to be both, imported and exported, from within the regions. The three regions chosen were Grampian; Inverness and Nairn; and Ross and Cromarty. An extensive literature search was conducted in an attempt to establish facts salient to the regions and primary research was carried out in all three regions. The primary research involved the use of an interview questionnaire. The respondents were all involved in tourism provision in one of the three case study regions. The interview data was collated and input onto conceptually clustered matrices. Causal Networks were constructed and analysed for each individual interview and for cognate groups and regions. Some tentative conclusions were drawn as a result of constructing the Causal Networks. These Causal Networks segmented the respondents into representative groups based on their functions or locations, for example commercial and non-commercial sector respondents or Grampian and Aberdeen City regional sector respondents. Using the Causal Networks opportunities for drawing lessons between the regions were highlighted. Finally, the effectiveness of both Casual Networks and Lesson Drawing methodologies were assessed in terms of their applicability for tourism provision in peripheral areas.

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Ameen, Al-Temimi Raad Hashim. "Companies' directors in Iraqi law and their divided loyalty : lessons drawn from English law." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/companies-directors-in-iraqi-law-and-their-divided-loyalty-lessons-drawn-from-english-law(517457f8-2e42-49cc-bdef-829d73f38ba9).html.

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The focus of this thesis is on the problematic aspects of directors’ loyalty to their companies under Iraqi law. This issue belongs to one of the most complex areas of company law, because it relates to the fallibility of human nature and a director’s temptation to put his personal interests ahead of the company's interests. A comparison with English law is undertaken, with an emphasis on recent developments, particularly the English Companies Act of 2006. This comparison is aimed at identifying defects in Iraqi law and providing solutions to problems arising from the incoherence of Iraqi legislation and its lack of a fiduciary doctrine. In order to achieve this goal, this thesis focuses on certain managerial duties: the duty to act in the company’s interests; the duty to avoid conflicts of interest; and the director’s duty to declare his interest in transactions, as well as the enforcement of these duties. The author of this thesis argues that in Iraqi law there are several legislative loopholes and contradictions with regard to addressing the problems of a director’s divided loyalty. The main shortcoming is ascribed to the absence of a unifying conceptual underpinning of managerial duty within Iraqi legislation. This contrasts with the situation in English law, in which the fiduciary doctrine underpinning managerial duty operates to protect the company (as a vulnerable person) from certain aspects of a director’s self-interest and dishonesty by imposing strict duties relating to any eventuality in which the director might be swayed by personal interests rather than his duty. The plurality of legislation dealing with managerial duties is a further challenge facing Iraqi law, and such a situation often leads to a conflict between the rules governing this area. The above shortcomings in Iraqi law inevitably affect its unity and its coherence, and limit its capability to address certain fundamental aspects of director’s misbehaviour. This thesis demonstrates that addressing the problems of the divided loyalties of directors under Iraqi law should take the form of a comprehensive systematic overhaul of Iraqi Company Law. This reform should take into account the necessity of transplanting certain aspects of U.K. fiduciary duties into Iraqi law, particularly the concept of fiduciary duty, in order to provide a clear guide, not only to the courts when they apply and interpret the law, but also to the director himself and other practitioners.

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Ahmed, Hassan Suleiman. "An analytical understanding of how external sources inform and impact upon Somaliland’s national education and teacher education policy making processes." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/3986.

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This thesis investigates how external sources inform and impact Somaliland’s national teacher education policy making processes. In this research, external factor is mainly constituted by INGOs that are helping Somaliland’s education and teacher education re-construction which are considered to be part of wider global-national interactions. The conceptual frameworks of policy making processes, policy transfer, lesson drawing and policy learning are used to develop the theoretical perspectives that inform the research question. Constructivist’s qualitative research approach which utilises critical discourse analysis as the principle methodology has been used to gain an understanding of the discursive construction of meaning about Somaliland’s education reforms and analyse the discourses of teacher education and teacher professionalism that are evident in three contemporary education reform policy documents and interview data. This thesis considered policy making processes as a contested, dynamic and multidimensional phenomena and has acknowledged the centrality of power and resources in policy making processes. The analysis of the research data constructed Somaliland’s education reforms as a discourse of human capital. This had implications for the strategies for managing change, quality and improvement perception, and reconceptualisations of teacher education and teacher professionalism. The thesis concludes with concerns about the contextual visibility to implement the new discourses of education and teacher education and calls for increased policy learning, capacity building, resource increase and modernisation of institutions as well as change of the culture of work.

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Jung, Tobias. "Networks, evidence and lesson-drawing in the public policy process : the case of Sarah Payne and the British debate about sex offender community notification." Thesis, University of St Andrews, 2005. http://hdl.handle.net/10023/14006.

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This thesis examines the public policy process. It explores the role of and relation between three concepts considered important in defining and shaping the making of policies: policy networks, evidence-use and policy transfer. It does this through examining a high profile and controversial area of public policy: the debate about sex offender community notification that resulted from the abduction and murder of eight-year-old Sarah Payne by a convicted sex offender in the summer of 2000. A case study methodology is employed, which includes interviews with key players and extensive documentary analysis. The study finds that none of the main concepts for understanding policy networks - iron triangles, issue networks, policy communities and advocacy coalitions - provide sufficient characterisation of the policy network involved in the 2000 community notification debate. Areas that these concepts do not fully address include the degree of choice participants have in getting involved in a policy network, the causes and processes of alliance building between network participants and the importance, characteristics and impact of organisational as well as personal links. Practitioner knowledge emerges as a major influence in policy making with different forms of evidence entering the policy debate in a strategic way - that is to support an argument. Factors that explain the influence of research evidence are its comprehensiveness, its perceived value for future policy debates on the same topic and the assumed integrity of the evidence-provider. The existing concept of lesson-drawing is found to focus too much on cases in which policy transfer has taken place. It is necessary to develop the concept further to explain situations in which lessons are drawn but where the idea of transferring a policy is dismissed. Finally, lesson-drawing is not limited to the substance of policies and practices but also includes lessons about tactics and processes.

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Wang, Qian. "Discovering from tradition : lessons for new shopping center designs in Beijing, drawn from the traditional Da Shi-la shopping district." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/70689.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1995.
Includes bibliographical references (leaves 117-118).
Since the 1979 Open Door policy, there have been the tensions between the illusion of far reaching advancement and the reality that basic provisions are scarce. Reflected in modem shopping designs in Beijing, this phenomenon places constraints on designers who are forced to focus on financial returns, rather than civic or cultural benefits. A number of modem shopping centers have been designed with no regard for the precious urban and architectural characteristics of Beijing's shopping tradition. Thus, Beijing's unique cultural and social shopping experience is facing a slow but steady demise. After criticizing some of the aspects in current modem shopping center designs in Beijing, I will argue in this thesis that the solution to the discussed problems is to integrate traditional shopping culture continuity with modem retail requirements. I use the Beijing's Da Shi-La Traditional Shopping District as a primary case to comprehensively examine the urban and architectural essence of the Beijing merchandising tradition. Following the case analysis, I will recommend seven design principles which aim to guide the design of modem shopping centers in the city. These principles encompass the cultural environment, relation to traffic and access, mix of businesses, retail space for small to large businesses, architectural elements, public space, and individuality. The final part of the study includes a preliminary design proposal for Fang Zhuang New Shopping Center in Fang Zhuang, Beijing. The schematic design systematically illustrates an application of the seven design principles in an urban context.
by Qian Wang.
M.S.

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Rogers, Jane. "The Hinchingbrooke Third Stage Trial : what lessons can be drawn from this trial about the process and outcomes of midwifery practitioner research?" Thesis, London South Bank University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428062.

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Books on the topic "Drawing lessons"

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Drawing lessons. New York: Scholastic Signature, 2002.

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Drawing lessons. New York: Scholastic Press, 2000.

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Drawing Lessons from a Bear. New York: Little, Brown Books for Young Readers, 2008.

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McPhail, David. Drawing lessons from a bear. Boston, Mass: Little, Brown, 2000.

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Drawing lessons from a bear. Boston, Mass: Little, Brown, 2000.

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Drawing lessons from the great masters. 4th ed. New York: Watson-Guptill Publications, 2009.

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Beverly, Hale Robert. Drawing lessons from the great masters. 4th ed. New York: Watson-Guptill Publications, 2009.

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Hamm, Jack. First lessons in drawing and painting. New York, NY: Perigee Books, 1988.

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Beverly, Hale Robert. Drawing lessons from the great masters. 4th ed. New York: Watson-Guptill Publications, 2009.

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Beverly, Hale Robert. Drawing lessons from the great masters. 4th ed. New York: Watson-Guptill Publications, 2009.

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Book chapters on the topic "Drawing lessons"

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De Jong, Martin, Virginie Mamadouh, and Konstantinos Lalenis. "Drawing Lessons About Lesson Drawing." In The GeoJournal Library, 283–99. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-011-0001-4_18.

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Rajan, Ramkishen S., Tan Khee Giap, and Tan Kong Yam. "Drawing Lessons." In Fiscal Sustainability and Competitiveness in Europe and Asia, 178–83. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137406972_7.

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Kaiser, Marie I. "Drawing Lessons from the Previous Debate." In History, Philosophy and Theory of the Life Sciences, 43–94. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25310-7_3.

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Baumert, Jürgen, Werner Blum, and Michael Neubrand. "Drawing the lessons from PISA 2000." In PISA und die Konsequenzen für die erziehungswissenschaftliche Forschung, 143–57. Wiesbaden: VS Verlag für Sozialwissenschaften, 2004. http://dx.doi.org/10.1007/978-3-322-86897-8_8.

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Mitchell, Barry, and Julian V. Roberts. "Sentencing for Murder: Drawing Lessons from Research." In Exploring Sentencing Practice in England and Wales, 235–50. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137390400_13.

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Szarka, Joseph. "Drawing Policy Lessons from Cross-National Comparisons." In Wind Power in Europe, 88–109. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230286672_5.

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Christensen, Ray. "Drawing the boundaries of election districts." In Japanese Democracy and Lessons for the United States, 44–71. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003008620-4.

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Dente, Bruno, and Paolo Fareri. "Siting Waste Facilities: Drawing Lessons from Success Stories." In The Waste and the Backyard, 3–46. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-015-9107-2_1.

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Wondolleck, Julia M., and Steven L. Yaffee. "Drawing Lessons from Experience in Marine Ecosystem-Based Management." In Marine Ecosystem-Based Management in Practice, 1–12. Washington, DC: Island Press/Center for Resource Economics, 2017. http://dx.doi.org/10.5822/978-1-61091-800-8_1.

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Szarka, Joseph, Geraint Ellis, Richard Cowell, Peter A. Strachan, and Charles Warren. "Drawing Lessons from Wind Power for Future Sustainable Energy." In Learning from Wind Power, 235–53. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137265272_12.

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Conference papers on the topic "Drawing lessons"

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Cumpsty, N. A. "Some Lessons Learned." In ASME Turbo Expo 2009: Power for Land, Sea, and Air. ASMEDC, 2009. http://dx.doi.org/10.1115/gt2009-60368.

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This paper looks at some familiar results, concepts and ideas in a different way, drawing out some common unifying threads. The topics addressed are one, two and three-dimensions; axisymmetry and its breakdown; gaps and leakage paths; and CFD and the limitation of perfection. Certain overlapping issues come up in each of the topic areas.

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Janssen, Marijn. "Exploring the Service-Oriented Enterprise: Drawing Lessons from a Case Study." In 2008 41st Annual Hawaii International Conference on System Sciences. IEEE, 2008. http://dx.doi.org/10.1109/hicss.2008.166.

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Zhang, Kuolin. "Study on Shaanxi Drawing Lessons from the Successful Experience of Tianjin National Games in 2021." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.118.

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Yang, Yi, and Yanyu He. "A Study on the Ways of qGoing Outq of China's Culture - Drawing Lessons from Japan' s Overseas Propaganda." In 2017 3rd International Conference on Humanities and Social Science Research (ICHSSR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ichssr-17.2017.57.

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Evans, Paul, and Emma Langley. "Practical Difficulties of Sampling Ballast Tanks - What Lessons Can Be Learned?" In IMarEST Ballast Water Technology Conference. IMarEST, 2017. http://dx.doi.org/10.24868/bwtc6.2017.003.

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The adoption of the International Convention for the Control and Management of Ships’ Ballast Water and Sediments (BWMC) in 2004 (herewith the Convention) has sought to prevent the spread of harmful aquatic organisms and pathogens in the ballast water and sediments of ships, threatening marine ecosystems worldwide. The Convention sets out the various requirements and the various steps vessels owners / operators and port States need to undertake in order to effectively manage ballast water and sediments. However, there are still open issues and uncertainty, including the scientific and practical challenges of sampling of ballast tanks and monitoring compliance with the Convention’s standards. In order to monitor compliance with the Convention’s standards, documented management practices can be inspected for appropriateness and inspection of vessel log books can give an indication that practices have been implemented. However, sampling is the most effective way to ensure compliance with standards set out in the Convention. To check compliance with the D-1 (exchange) standard, vessel log books should be inspected and sampling can be used to check for anomalies in the composition of the ballast water (e.g. salinity). D-1 compliance is intended as an interim step until treatment systems are more widely available – although, some ports may require exchange as well as treatment in the long term. Compliance with the D-2 (performance) standard following treatment of the ballast water requires the sampling of biological, chemical and physical parameters. Whether checking compliance to the D-1 or D-2 standards, there are significant sampling challenges. These include the logistics of gaining vessel access; having multiple sample methods available to suit ballast tank access restrictions; getting a representative sample; sample analyses; sample interpretation and; what to do if a sample fails? In addition to this, local requirements can present further challenges (e.g. small time windows for bacterial analysis). This paper will highlight the difficulties of sampling ballast tanks in practice, drawing from national and international experiences, and will also comment more broadly on the sampling process and governance – such as regional differences and the role of port State control. Drawing on protocols adopted by other states will help to facilitate a more efficient, consistent and organised implementation of the Convention to the shipping community worldwide.

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Sanchez-Romaguera, Veronica, and Robert A. Phillips. "A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8110.

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Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education;

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Shcherbakova, Anna Mikhailovna, and Evgeniia Andreevna Vasil'kova. "Features of Inclusion Parents and Children with Autism Disorders in Productive Cooperative Activities." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98245.

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The article reveals the problem of including a parent and a child with autism spectrum disorder in cooperative activities using the example of two families participating in the research. The theoretical foundations of this problem and the practical results obtained at the first stage of the study by questioning parents, and also by observing the cooperative productive activities of the child and the parent during the drawing lessons. The question of the importance of parental involvement in the child's rehabilitation process is considered.

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Chen, Min, Leimin Li, and Chunhai Lu. "Exploration of Bilingual Teaching Mode for Nuclear Specialty." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15665.

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another country, we suggest a proper bilingual education method for the nuclear specialty. We think that “Step by step” approach is consistent with China’s national conditions.

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Hobbs, David, and Keith Rummell. "Integrating GIS and GPS Into Today’s Pipeline." In 2000 3rd International Pipeline Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/ipc2000-150.

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Today’s tools and technologies allow the pipeline industry to collect information and describe company pipeline assets in a productive way. Rooney Engineering, Inc. recently completed a 130-mile crude oil pipeline in the greater Los Angeles area of California with which wide ranges of technologies were utilized over an 8-year period. Review of all phases of this pipeline project offers a unique glimpse of managing and integrating traditional survey and Global Positioning System (GPS) techniques with a Geographic Information System (GIS). While the first portion of the project used traditional methods of photogrammetry and Computer Aided Drafting (CAD) to complete the conceptual design and construction drawings, the second portion utilized a combination of CAD, GIS and GPS technologies to assist the construction team during construction and as-built. Geographically organized data was later applied beyond the phases of pipeline construction; data was later used in one-call, contingency planning and emergency response. This paper will give an overview of the project, including pre-construction drawing preparation, construction zones, terrain types, political jurisdictions, and original staff assignments for data collection. The paper will discuss data dictionary design and management of collected field data, equipment and personnel requirements, and accuracy trade-off. The paper will examine the verification of data for attribute integrity and assignment of positional accuracy tags, along with specific methods of GPS and traditional data collection, while also exploring data management of incoming field data from multiple sources over an extensive timeline. Additionally, the paper will focus on the use of GIS to support construction monitoring and cost reconciliation analysis. Finally, we will review preparation of final drawings, summarize lessons learned, and discuss what the future offers in enhancing pipeline-mapping productivity.

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Jordan, R. L. Alan. "Design Projects in a Mechanical Engineering Technology Curriculum." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0212.

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Abstract Design oriented “capstone” courses for senior students have enjoyed renewed popularity in recent years. However, incorporating design projects as part of lower level laboratory courses is not as widely practiced. This paper discusses the authors’ experience using design projects in four freshman/sophomore level mechanical engineering technology courses. In a mechanics of materials course, the students have been required to design a structure for an overhead granary, and a device to upright a large electrical transformer. In a fluid power course, students have been required to size and select components and create a schematic for a small machine. In a machine elements course, students have designed a commercial lawn mower and a ribbon printing machine. Students in a production drawing class have designed and produced a set of working drawings for a stamping die, and have worked with a machine elements class as the documentation personnel on a concurrent engineering project. The projects all require problem definition, data research and collection, analysis of the required components, minimum sizing verses commercially available parts, and a schematic or full set of drawings. The desired outcomes are an increased level of interest, involvement, and to help the students make the transition between theory and practice. Graduates of technology programs are involved in design after either an associate degree or a bachelors degree. These graduates will either assist engineers in the design process; or, be responsible for their own designs. The technologist must understand how the theory is applied to the solution of design problems. Design projects are utilized as a means of applying the theory learned in the courses and exposing the students to real life problem solving. This paper will discuss some of the above named projects; how they are presented, how the students are involved, and the results. Some of the lessons learned will be presented. Reports are a major part of all the design projects. This paper will discuss how progress and final reports are utilized in these projects.

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Reports on the topic "Drawing lessons"

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Muteshi-Strachan, Jacinta. FGM/C and ECM: Drawing lessons from research. Population Council, 2019. http://dx.doi.org/10.31899/rh11.1020.

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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

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Holmes, Wendy. Projecting the Need for and Cost of Long-Term Care for Older Persons. Asian Development Bank, February 2021. http://dx.doi.org/10.22617/wps210072-2.

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With the numbers of older persons in the Asia and Pacific region increasing rapidly, there is a growing urgency to develop and strengthen long-term care (LTC) support systems and services. This working paper aims to enhance the understanding, particularly of policy makers and those planning modeling studies, of using statistical models to project the need, demand, and cost of LTC services. The paper first outlines modeling and its importance. Second, it describes key concepts related to LTC need, demand, and measurement. Then, it identifies key issues to consider when designing and using models. A review of recent modeling studies is also summarized, drawing out lessons relevant to low- and middle- income countries.

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de Leede, Seran. Tackling Women’s Support of Far-Right Extremism: Experiences from Germany. RESOLVE Network, February 2021. http://dx.doi.org/10.37805/pn2021.13.remve.

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Persistent gendered assumptions about women and violence predominately depict women as non-violent and peaceful. Due to this gender blindness and simplistic frames used to understand the attraction of women toward far-right extremist groups, women tend to get overlooked as active participants, and their roles ignored or downplayed. This not only hinders the overall understanding of far-right extremist groups but also impedes the development of effective counterprograms that specifically address the experiences and paths of these women. Drawing from the experiences and insights of German initiatives and from additional literature on the topic, this policy note explores the wide-ranging motivations of women joining far-right extremist groups and the different roles they can play in them. By including wider research to why women leave far-right extremist groups, the policy note offers lessons learned and recommendations that may be helpful in optimizing prevention and exit programs aimed at women in far-right extremist groups beyond the German context.

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Mehrotra, Santosh. Monitoring India’s National Sanitation Campaign (2014–2020). Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/slh.2021.011.

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In 2011, India had more phone users (around 54 per cent of households) and television access (33 per cent) in rural areas than people with access to tap water (31 per cent) and toilet facilities (31 per cent), according to Census 2011. This clearly indicates the failure of government programmes to change the centuries-old practice of defecation in the open. This neglect of safe sanitation has had catastrophic outcomes in terms of human well-being. This case study is an analysis of the latest central government Swachch Bharat Mission - Gramin (Clean India Mission - Rural) (or SBM-G), which has achieved much greater success than any hitherto government effort in providing access to and use of toilets, especially in rural areas where the need is greatest. However, any conception of achieving ODF status, or free of open defecation, in a village (or any limited geography) is more than merely building toilets. The Sanitation Learning Hub commissioned case studies of sanitation campaigns in both India and Nepal, drawing out the lessons learnt for other countries wishing to implement similar initiatives. Both case studies focus on how target setting and feedback and reporting mechanisms can be used to increase the quality of campaigns.

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Jigjidsuren, Altantuya, Bayar Oyun, and Najibullah Habib. Supporting Primary Health Care in Mongolia: Experiences, Lessons Learned, and Future Directions. Asian Development Bank, January 2021. http://dx.doi.org/10.22617/wps210020-2.

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ince the early 1990s, the Asian Development Bank (ADB) has broadly supported health sector reforms in Mongolia. This paper describes primary health care (PHC) in Mongolia and ADB support in its reform. It highlights results achieved and the lessons drawn that could be useful for future programs in Mongolia and other countries. PHC reform in Mongolia aimed at facilitating a shift from hospital-based curative services toward preventive approaches. It included introducing new management models based on public–private partnerships, increasing the range of services, applying more effective financing methods, building human resources, and creating better infrastructure. The paper outlines remaining challenges and future directions for ADB support to PHC reform in the country.

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Obado-Joel, Jennifer. The Challenge of State-Backed Internal Security in Nigeria: Considerations for Amotekun. RESOLVE Network, December 2020. http://dx.doi.org/10.37805/pn2020.9.ssa.

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Nigeria faces immense internal security challenges, including the Boko-Haram crisis in the northeast and violent farmer-herder conflicts in the southwest and north-central states. Across the Nigerian federation, pockets of violent clashes have sprung and escalated in new locales in the last decade. Community responses to these violent crises have been diverse and included the establishment of armed groups to supplement or act in parallel to the security efforts of the Nigerian state—in some cases with backing from federal or state governments. These local security assemblages, community-based armed groups (CBAGs), are on the one hand contributors to local order, and normative conceptions of peace and security. On the other hand, these groups are often a pernicious actor within the broader security landscape, undermining intercommunal peace and drivers of violence and human rights abuses. This Policy Note focuses on the characteristics, challenges, and opportunities of Amotekun, a recently formed CBAG in Southwest Nigeria. Drawing from the experiences of similar Nigerian groups, the Note details recommendations that may facilitate greater success and lessen poten al risk associated with Amotekun’s formation. These recommendations are aimed primarily at Nigerian government and civil society actors and describe areas where external support could potentially improve local capacity to conduct oversight of Amotekun and similar groups.

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