Academic literature on the topic 'Johns’ model for structured reflection'
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Journal articles on the topic "Johns’ model for structured reflection"
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Noveletsky-Rosenthal,, Hollie T., and Kathleen Solomon,. "Reflections on the Use of Johns’ Model of Structured Reflection in Nurse-Practitioner Education." International Journal of Human Caring 5, no. 2 (March 2001): 21–26. http://dx.doi.org/10.20467/1091-5710.5.2.21.
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This article examined the use of Johns’ model of structured reflection as a teaching strategy in nurse-practitioner education. Structured reflection provided students with the opportunity for retrospective analysis of clinical interactions to gain a greater sense of self-awareness. This increased self-awareness enabled the students to be more honest and present in their interactions. Thus, structured reflection provided a useful framework for students to uncover their caring potential within the human health experience.
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Deann-Valentine, Yvette. "Risk Assessment in the Post Anaesthetic Care Unit Using Critical Incident Analysis." British Journal of Anaesthetic and Recovery Nursing 3, no. 4 (November 2002): 3–7. http://dx.doi.org/10.1017/s1742645600001649.
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It is generally accepted that the theatre is a highly technical and complex environment where clinical risks need to be managed effectively to ensure safe practice and to limit liability and litigation. Although anaesthesia and post anaesthesia care has long been the focus of risk management, the potential for errors and adverse events remains high. When errors occur, it is important to analyse the causes, so that preventative measures can be taken and similar incidents do not reoccur. This article sets out to examine and evaluate the process of reflection using a critical incident approach. A model of reflective practice, as suggested by Johns [1996] has been used to structure this paper. A critical incident is described and key issues arising from it are discussed and reflected upon. This incident was chosen because important clinical and risk management issues were highlighted.
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Tang, Yi Ping, Li Juan Wu, Ming Li Zong, and Fu Ding Sun. "Research on Identification of Color Structured Light Based on Dichromatic Reflection Model." Advanced Materials Research 403-408 (November 2011): 2780–86. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.2780.
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In order to identify projection light color information of the color structured light rapidly and accurately, this paper proposes a projection light color correction algorithm based on “Dichromatic Reflection Model”(DRM). This algorithm revises the effect on projection light color which caused by object surface’s color and highlight, through estimating three-channel spectral reflectance of the object, separating specular and diffuse components. The experiment shows that the proposed method has more advantages than the color recognition of color structured light which based on DRM, such as high robustness, fast calculation and high accuracy.
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TANG, Yi-Ping, Ming-Li ZONG, and Li-Juan WU. "Research on Identification of Color Structured Light Based on Dichromatic Reflection Model." Chinese Journal of Computers 36, no. 9 (March 19, 2014): 1908–16. http://dx.doi.org/10.3724/sp.j.1016.2013.01908.
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Gilbert, Wade D., and Pierre Trudel. "Learning to Coach through Experience: Reflection in Model Youth Sport Coaches." Journal of Teaching in Physical Education 21, no. 1 (October 2001): 16–34. http://dx.doi.org/10.1123/jtpe.21.1.16.
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The present study examined how model youth sport coaches learn to coach through experience. Yin’s multiple-case study approach was used with six youth team sport coaches. Data were collected over an entire sport season through a series of semi-structured interviews, observations, and documents. All six case study coaches developed and refined coaching strategies through a process of reflection. Six components characterized reflection: coaching issues, role frame, issue setting, strategy generation, experimentation, and evaluation. A reflective conversation comprising the latter four components, triggered by coaching issues and bound by the coach’s role frame, was central to reflection. The selection of options at each stage in a reflective conversation was influenced by access to peers, a coach’s stage of learning, issue characteristics, and the environment. Furthermore, three types of reflection were evident: reflection-in-action, reflection-on-action, and retrospective reflection-on-action.
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Tracy, Marianne. "Reflection with executives." Development and Learning in Organizations: An International Journal 30, no. 2 (March 7, 2016): 3–6. http://dx.doi.org/10.1108/dlo-11-2015-0094.
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Purpose The purpose for this study is to publish the author’s dissertation research. Design/methodology/approach The qualitative study used stimulated recall (Gass and Mackey, 2000) of critical incidents (Flanagan, 1954) in a structured reflection interview (Johns, 1994) to study executives’ “reflection-in-action and on action” business practices. All of the participants (60 people from 10 organizations, aged from 38 to 68) were experienced executives. Each brought an average of over 15 years of leadership and industry experience to their understanding of and experience with these phenomena. The results were analyzed using Miles and Huberman (1994) qualitative data analysis methods. Findings Three research questions guided this study: How do executives describe, understand and utilize reflection-in-action in their work practices? The study participants were interviewed soon after an experience, meeting with subordinates and a discussion of two critical incidents representing their reflection-in-action to isolate and illuminate the instant and better understand this often subconscious process of reflection-in-action; How do executives describe, understand and use reflection-on-action in their working life? Here the study participants were asked to describe a recent change initiated by reflection-on-action to better understand that process and how it moves from reflection-on-action to action-on-reflection: the initiation of the new action or change; How do executives learn and develop their reflective practices? The participants were asked to describe how they learned, developed and sustained their reflective practices to better understand the nature and development of reflective practice on all levels: in-action, on-action and cyclically. The results of my research included four areas of analysis: reflection as emotional interaction, reflection as development, reflection as a system and reflection as a frame of knowing. Originality/value In this doctoral work, the author attempted to show that reflection contributes to improved performance. What the author also learned was that there is a positive relationship between reflection and building supervisor/employee relations, especially within teams. The author also learned that as you reflect, there are a lot of emotions involved. This is largely, in the author’s opinion, where there is a results focus and during performance conversations. The importance of this is that people grow and change when this happens. There is a definitive link. This was the author’s hypothesis and was proved.
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Muurinen, Heidi, and Aino Kääriäinen. "Integrating theory and practice in social work: An intervention with practitioners in Finland." Qualitative Social Work 19, no. 5-6 (January 16, 2020): 1200–1218. http://dx.doi.org/10.1177/1473325019900287.
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How could social workers apply theory in their everyday practice? According to John Dewey, theories are helpful instruments in analysing situations and forming hypotheses which are tested in practical experiments. Inspired by Dewey’s pragmatist philosophy, we designed a “Practice and Theory” pilot intervention group in which social workers were provided external, theory-driven supervision. This research is a three-case study of the pilot intervention group. Based on a thematic analysis of reflective discussions during the last group sessions and follow-up group interviews, we investigate the difficulties the social workers described in applying theoretical knowledge to practice. We explore what consequences they recognized when reflecting on and experimenting with theoretical knowledge. Our study demonstrates that the major barriers were lack of time and access to theories, difficulties in changing one’s own practice and establishing supportive structures, the lack of competence to understand the role theories and having become estranged theories. However, the positive consequences experienced in the three Practice and Theory groups suggest that the pilot intervention could serve as a potential model for integrating theoretical research into practice. The participants considered that reflecting theories enabled new understanding as well as allowed experimenting with new ways of operating. Participating in the group also improved social workers’ argumentation, helping them to recognize their own expertise. It also raised professional self-esteem and enabled self-development. In the group, the dialogical, reflective and experimental inquiry were key to understanding how theoretical knowledge can open new perspectives.
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Ovsenik, Marija. "Identification Elements of Optimal Organisational Model of Tourism Education in Slovenia." Organizacija 46, no. 4 (July 1, 2013): 130–41. http://dx.doi.org/10.2478/orga-2013-0015.
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The main aim of the research was to identify the elements of a suitable organisational educational model for tourism in Slovenia. Our research was based on the need of inner circular reflexive performance of the individual in the tourism education model, institutionalised concept of education, which is viewed by outer reflexive model of tourism educational institutions performance and functional practical interaction of individuals and tourism institutions at the development of innovative potentials in the field of tourism. Tendencies to develop complex and qualitative services coming from permanent strengthening of innovative potential of tourism services are common in this field. It is necessary to develop a suitable model in the field of tourism education that places an individual in the educational process taking into account his/her conscious reflection, rational reflection and acquired motivation for solving complex projects in various levels of tourism. Suitable tourism education model, which is level-structured, is expanded in two ways. It includes the active role of an individual in rationalising practical knowledge and strengthening the innovative potential in developing his/her competences, and the role of tourism education institutions. The organisational cultural dimension can be observed as dual activity structure distinguishing between conscious reflection of the external environment on the level of educational institution and internal practical consciousness on the level of individual development of competences. Giddens structuration theory is used as a conceptual frame explaining the organisational-cultural dimensions of suitably structured educational model for tourism in Slovenia. The conclusion is based on the fact that an individual does not acknowledge the multilevel structure of study at higher education where there is an absence of conscious, practical and motivational reflection. Organisational cultural environment in the field of tourism education in Slovenia prefers practical and functional ways of acquiring competences on a higher and postgraduate (Master’s) level of study. Due to the structured changes implemented by the Bologna process, competences are not realised on the higher education level but on the postgraduate (Master’s) level, which demands a systematic review and a suitable education model change.
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Stonehouse, David. "Reflection and you." British Journal of Healthcare Assistants 14, no. 11 (December 2, 2020): 572–74. http://dx.doi.org/10.12968/bjha.2020.14.11.572.
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This article explores the important activity of reflection and reflective practice. Support workers and nursing associates, as well as all healthcare professionals, have a responsibility to reflect upon their own practice, identifying not only areas of good practice but also where improvements can be made. The article starts by defining what reflection and reflective practice are. The requirement to reflect is clearly laid down within the recently amended Nursing and Midwifery Council (NMC) code for nursing associates ( NMC, 2018 ) and is implied within the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England ( Skills for Care and Skills for Health, 2013 ). Relevant sections of these two codes will be highlighted. The article will then move on to highlight two reflective models, the Gibbs (1988) Reflective Cycle, and Driscoll's (2007) Model of Structured Reflection, both of which are commonly used today. Clinical supervision will be discussed and the importance of recording reflections will be emphasised.
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Frecentese, S., T. K. Papathanasiou, A. B. Movchan, and N. V. Movchan. "Dispersion of waves and transmission–reflection in blood vessels with structured stents." Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences 475, no. 2223 (March 2019): 20180816. http://dx.doi.org/10.1098/rspa.2018.0816.
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A new model is proposed for elastic waves induced by a pulsating flow in a stenotic artery containing several stents. Dispersion properties of the waves depend on the stent structure—this feature is addressed in the present paper. Several vascular stenting procedures include overlapping stents; this configuration is also included in the model. The dispersion and transmission properties are analysed; the analytical derivations are accompanied by illustrative numerical examples.
Dissertations / Theses on the topic "Johns’ model for structured reflection"
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Gaudreau, Marie-Andrée. "Description de l’évolution du savoir infirmier chez les infirmières en prévention et contrôle des infections ayant suivi un cours en microbiologie et infectiologie." Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/7707.
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Résumé : L’Ordre des infirmières et infirmiers du Québec (OIIQ) a créé en 2011 une spécialisation pour les infirmières en PCI qui doivent maintenant suivre une formation de 2e cycle pour l’obtention de leur titre d’infirmière clinicienne spécialisée en PCI. Au sein de cette formation figure un cours de microbiologie et infectiologie (MI) qui vise à parfaire les connaissances et l’expertise en la matière. Jusqu’à présent, aucune étude n’avait été réalisée pour évaluer l’influence de ce cours sur le savoir infirmier des infirmières en PCI. Cette étude vise à décrire l’évolution du savoir infirmier des infirmières en PCI qui participent au cours de MI du programme de 2e cycle en PCI. Un devis qualitatif descriptif a été utilisé au cours de cette étude pour décrire l’évolution du savoir infirmier. Le modèle de réflexion structurée (MRS) de Johns (1995) a servi à l’élaboration d’entrevues semi-dirigées individuelles avant et après le cours de MI, afin de permettre l’identification du savoir infirmier selon un processus déductif. La méthode de codification de Miles et Huberman (2003) a ensuite favorisé un processus semi-inductif. Une analyse horizontale a finalement permis de repérer les récurrences ou les changements dans le savoir infirmier entre les entrevues de chaque participante ainsi qu’entre les participantes elles-mêmes. Des manifestations des dimensions du savoir infirmier telles que définies par Johns et influencées par Carper (1978) sont décrites, ainsi que l’évolution du savoir infirmier suite à la participation au cours de MI. Les thèmes qui ont découlé des entrevues sont : le développement d’un vocabulaire favorisant la communication dans l’équipe, la capacité d’aller au-delà des protocoles, une meilleure confiance en leurs capacités et l’élargissement d’une vision éthique qui comprend tous les acteurs de la communauté. Les retombées de l’étude se retrouvent au plan de la formation par la mise en valeur de la perspective infirmière dans le cours de MI et par l’évolution du savoir infirmier après avoir suivi ce cours. Sur le plan de la recherche, cette étude présente une nouvelle approche, pour de futures recherches, permettant d’évaluer la contribution d’un cours universitaire.Abstract : As the Ordre des infirmières et infirmiers du Québec (OIIQ) has created in 2011 a specialty, making it possible for nurses to develop their expertise in infection prevention and control (IPC). In order to become an IPC clinical nurse specialist, nurses must fulfil a graduate program, which includes a course in microbiology and infectious diseases (MID), among others. Until now, there has been no study evaluating the influence of this training or course on patterns of knowing in nursing for IPC nurses. The goal of this study was to determine the evolution of the patterns of knowing in nursing for IPC nurses who have completed an MID course as part of a graduate program in IPC. A qualitative descriptive evaluation made it possible to determine the evolution of the patterns of knowing. Johns’ model (1995) for structured reflection (MSR) which was used in semi-structured, individual interviews before and after an MID course, helped identify patterns of knowing through a deductive process. Furthermore, Miles and Huberman’s (2003) codification method ensured a semi-inductive process. A horizontal analysis allowed for the detection of recurrence or change in patterns of knowing between each participant’s interviews, as well as between participants. The illustration of the scope of the patterns of knowing in nursing, as defined by Johns and influenced by Carper (1978), as well as the evolution of the patterns of knowing after completing an MID course, were described. The topics that surfaced during the interviews were: the development of a vocabulary fostering team communication, the capacity to go beyond protocols, a greater confidence in their abilities, and the expansion of an ethical view that includes all stakeholders in the community. The benefits of the study are at the level of training and research. Training is represented by the development of nursing perspective in the MID courses and the development of nursing knowledge after completing a course in MID. Finally, towards the research, this has put forward a new approach to assess the contribution of a university course.
Books on the topic "Johns’ model for structured reflection"
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Bennett, Karen. In Defense of the Nonfundamental. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199682683.003.0008.
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The book as a whole defends and explains a layered model of reality, according to which the world is hierarchically structured by building relations into more and less fundamental. Until this point it has simply been assumed that there are nonfundamental things. This chapter explicitly defends that assumption. Since the main reason to deny that there are any nonfundamental things is an appeal to parsimony, the discussion involves close attention to the proper use of such appeals. The chapter closes with reflection on the nature of metaphysics, and defense of the thought that (some) nonfundamentalia are among its proper subject matter.
Book chapters on the topic "Johns’ model for structured reflection"
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Lunat, Aatefa, and Denise Major. "Decision Making in Children’s and Young People’s Nursing Practice." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0019.
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The purpose of this chapter is to address decision making in the field of children’s and young people’s nursing practice in relation to the field-specific competencies outlined by the Nursing and Midwifery Council (NMC) in the Standards for Pre-Registration Nursing Education (NMC 2010). In order to explore these competencies further, we will consider examples from practice, and links will be made between the various examples from practice and the competencies in order to demonstrate their importance. To allow an in-depth exploration of the examples from practice, we will use Johns’ (1994) model of reflection. ‘Reflection’ is described as a means by which nurses can closely examine their theoretical knowledge along with their nursing practice (Johns 2000). The process of reflection has been found to have great benefits for nurses, because it allows them the opportunity to change and develop practice in order to carry out improved care practices (O’Regan and Fawcett 2006). In this chapter, the evidence of decision making has been interlinked with critical evidence-based reflective practice, and demonstrates its integration and development in the role of the newly qualified nurse. The chapter will begin by discussing examples derived from practice, and key aspects from these examples will be taken and related to the NMC Standards (NMC 2010). The chapter will then go on to discuss key elements required to make decisions in clinical practice. The evidence base for many of the decisions taken in the case study is interwoven throughout the narrative, thus enabling you see how they link together in nursing practice. Centred on a newly qualified staff nurse on the neonatal unit, the single case study around which this chapter is structured considers the care of a sick neonate whose parents were adolescents. This example was chosen because it illustrates many aspects of caring decisions that have to be made for patients from birth through adolescence, because the parents themselves were still in the later stages of childhood. The case study itself appears as dialogue, and the Standards and competencies referred to are those generic and field-specific competencies that a student pursuing a children’s nursing field-of-practice pathway is required to achieve, found under the heading ‘Competencies for entry to the register: Children’s nursing’ in the NMC Standards (NMC 2010).
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Manning, Jane. "JOHN RITCHIE (1921–2014)Four Zhivago Songs (1977)." In Vocal Repertoire for the Twenty-First Century, Volume 1, 257–60. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199391028.003.0071.
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This chapter explores some New Zealand music from John Ritchie. Compact and tightly structured, this cycle is a model of its kind. It carries a powerfully evocative atmosphere with touching simplicity and directness. Ritchie has a gift for creating distinctive, repeated motifs that stay indelibly in the mind. He writes expertly for the voice, with arching lines in practicable spans, stretching over a wide range without strain. Vocal lines are so finely chiselled that pitches can be plotted with jewel-like precision, with time to gauge each interval cleanly in relation to the piano. The music maintains a natural fluency through changes of tempo and mood, from confiding intimacy and bitter reflection to emotional outpourings.
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Amos, Michelle L., and Morgan Ely. "Practicing What We Teach." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), 238–61. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2212-7.ch013.
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Using the SoTL framework provides students with an accessible, relevant model of professional and critical reflection on practice. Explicit participation in this research can benefit students with scaffolded practice applying reflection to instruction. Guiding students in examining assumptions around literacy supports meaningful integration of these skills in instructional design. This transformation of students' frames of reference requires meaningful reflection and a challenge to their current beliefs about disciplinary literacy. This study uses Reading/Writing Workshop format to individualize instruction, engage students in self-directed learning, and facilitate differentiation and formative assessment. This redesigned course used experiential learning and a social constructivist model to build collaboration and real-world communication skills. Transformation is supported through structured reflection. Thus, a data collection instrument was adapted from Brookfield's Critical Incident Questionnaire to guide students with specific, practiced, and meaningful reflection.
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Irving, James. "Alcoholics Anonymous: sustaining behavioural change." In Moving on from Crime and Substance Use. Policy Press, 2016. http://dx.doi.org/10.1332/policypress/9781447324676.003.0010.
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This chapter concentrates on the practices of Alcoholics Anonymous (AA) and how they facilitate behavioural change. The author analysed intensive interviews with long-term members of AA using a framework that focused on motivation to engage, structured social engagement (through the activities of AA) and personal agency. The resulting model (presented as a helix to represent progression over time) illustrates the way that individuals use support from AA and the understandings of their problem drinking – reflecting AA language and concepts in what the author terms ‘linguistic echoes’ – to maintain sobriety. Although there may be limits to identity transformation while still engaged with the organisation as ‘sober alcoholics’, the programme emphasises moral reflection and commitment to new norms and beliefs which are key elements of desistance processes.
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Coryell, Joellen E., Trae Stewart, Zane C. Wubbena, Tereza Cristina Valverde-Poenie, and B. J. Spencer. "International Service-Learning." In Handbook of Research on Study Abroad Programs and Outbound Mobility, 420–45. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch017.
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International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.
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Coryell, Joellen E., Trae Stewart, Zane C. Wubbena, Tereza Cristina Valverde-Poenie, and B. J. Spencer. "International Service-Learning." In Civic Engagement and Politics, 1258–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7669-3.ch063.
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International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.
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Gustavo, Nuno. "Trends in Hospitality Marketing and Management." In Handbook of Research on Entrepreneurship and Marketing for Global Reach in the Digital Economy, 311–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6307-5.ch014.
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Faced with a contextual environment marked by a different reality from the one that leveraged tourism in the 20th century, hotel companies are confronted with the need to review their strategic principles with consequent effects and changes in their operational concepts and management models. This chapter aims to contribute to a critical reflection on those changes. In this new environment, the old philosophies and paradigms for hotel management, like heavy, rigid, and static management structures, as well as passive management approaches, were necessarily and forcibly replaced by new principles, leveraged in flexibility, dynamism, initiative, and designed by reference to a global world. The analysis was structured using a classical management approach, through a STEEP analysis model framework, and discussing its consequences and effects on the strategic and operational level of hotel management.
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Dwivedi, Yogesk K. "Reflecting Upon the Empirical Findings." In Consumer Adoption and Usage of Broadband, 172–96. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-783-6.ch008.
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The previous chapters (Chapters 6 and 7) presented the findings obtained from the survey conducted to examine the adoption, usage, and impact of broadband in UK households. The purpose of this chapter is to discuss and reflect upon the findings from a theoretical perspective using those presented in Chapter 2. It also discusses the empirical issues that have been reported from the survey findings in the previous chapter. This chapter is structured as follows. A summary of the hypotheses test is provided and discussed in the next section. This is followed by a discussion and reflection upon the conceptual model of broadband adoption developed within this research. The usage of broadband and its effects on consumers’ time allocation patterns on various daily life activities are then discussed and illustrated. Finally, the summary and conclusions of the chapter are provided in the ultimate section.
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Leonardou, Angeliki, Maria Rigou, and John D. Garofalakis. "Open Learner Models in Smart Learning Environments." In Cases on Smart Learning Environments, 346–68. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6136-1.ch019.
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Smart learning environments (SLEs), like all adaptive learning systems, are built around the learner model and use it to support a variety of interventions such as mastery learning, scaffolding, adaptive sequencing, and adaptive navigation support. Open learner models (OLMs) “expose” the learner data to users through easily perceivable visual representations aiming to improve student self-reflection and self-regulated learning and also increase user motivation and even foster collaboration. This chapter presents the evolution and current state of OLMs, summarizes related research in the field emphasizing on OLM types, locus of control between the system and the user and visualizations categorized on the basis of quantized/continuous and structured/unstructured representations. OLM cases implementing typical SLEs features are described, along with representative real-life scenarios of incorporating OLMs in SLEs. Moreover, the chapter provides guidelines for designing effective OLMs and discusses current research trends in this active scientific field.
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Vishwasrao, Rohan, and Ehap Sabri. "Supply Chain Performance Measurement and Organizational Alignment." In Optimization of Supply Chain Management in Contemporary Organizations, 148–74. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8228-3.ch006.
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The authors describe how organizations can leverage a maturity model approach in conjunction with foundational concepts of perspective-based performance evaluation models like Balanced Scorecard (BSC) to define comprehensive performance measurement framework. Maturity models are essentially a reflection of theories about how the capabilities of an organization evolve. Therefore, by design, they provide a roadmap to the next level of performance. The authors propose using maturity models as a structured way of identifying current capability or maturity level of any supply chain. They then provide guidance on selecting the right “causal linkages” between supply chain objectives and performance measures and define a mechanism for specifying more granular definitions of measures linked to strategic objectives for progressive levels of maturity. The authors survey widely used business process maturity models, current practices for measuring operational metrics, and then present a tiered framework for operational metric alignment and KPI governance, based on perspective-based design principles.
Conference papers on the topic "Johns’ model for structured reflection"
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Radcliffe, David F. "Experiencing Product Realisation on the World Wide Web." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/dtm-1082.
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Abstract Experiencing the product realisation process through the creation of an artefact is a vital element in the education of engineering designers. Providing such experiences at University can prove problematic. A new approach is described in which mechanical engineering students achieve such experiences through using the World Wide Web (WWW) as a rapid prototyping and production medium. They work in teams to design, develop, prototype and deliver a simple homepage on the WWW on the subject of concurrent engineering. Concurrent engineering principles and practice provide both the subject matter and a means for developing the product on the Web. The exercise is founded on an experiential model of learning and a coherent framework for describing concurrent engineering. Through provision of structured mechanisms for student reflection on their process, the students can demonstrate learning as illustrated in this paper.
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Ponelis, Shana. "Finding Diamonds in Data: Reflections on Teaching Data Mining from the Coal Face." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3313.
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Making sense of the exponentially expanding sources of structured electronic data collected by organizations is increasingly difficult. Data mining is the extraction of implicit, previously unknown, and potentially useful information from large volumes of such data to support decisionmaking in organizations and has led to an increase in demand for students who have an understanding of data mining techniques and can apply them to organizations’ data. Thus data mining is an increasingly important component of the Information Systems curriculum in order to meet this skills demand. This paper describes the development of a curriculum for an elective data mining course in an Information Systems graduate program based on the only available model curriculum from the ACM SIGKDD over a two year period and concludes with student feedback and lecturer reflection. This paper will be useful to educators responsible for developing curricula and teaching data mining to IS graduate students; in addition, it serves as instructor feedback to the authors of the ACM SIGKDD model curriculum.
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Yang, Huan, Ben Q. Li, and Changhong Liu. "Enhanced Light Absorption in Thin Crystalline Silicon Solar Cells With Silica Nanoparticles." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52492.
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In this paper, numerical simulations are performed to investigate the effects of different configurations of dielectric SiO2 particles on the improvement of light absorption in 2-μm single crystal silicon photovoltaic solar cells. The numerical model is developed on the basis of the FDTD solution of the transient Maxwell equations and checked with analytical solutions for simple configurations and against experimental measurements of light absorption in bare Si films. The numerical model is also checked for mesh sensitivity such that the computed data are approximately mesh-insensitive. Computed results are analyzed and the short circuit current of the Si films is used as a measure of the efficiency for light trapping in Si films. Results show that with SiO2 nanoparticles closely packed atop the Si film, good improvement in light absorption efficiency is achieved if the particle is 700 nm in diameter. This is considered to be attributed to the anti-reflection effect of the particle layer and the whispering gallery mode of SiO2 particles excited by the incident light. If the closely arranged SiO2 nanoparticles are embedded half-way into a Si film through its top surface, the light absorption is enhanced by ∼120%, approaching to the Yablonovitch limit. The structured surface of the Si film can almost realize 100% anti-reflection of incident, because the use of the half embedded SiO2 particles in the top layer of the Si film creates a graded transition of the effective refractive index along the direction of incident; and as a result almost all the light with the wavelength below or near 500nm are absorbed due to the higher imaginary part of the refractive index. The improvement in light absorption with the wavelength greater than 500nm comes, however, from the resonance behavior of the SiO2 nanoparticles. Experiments are now planned and measurements of light absorption will be conducted with a photospectrometer to validate the above calculations.
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Senoo, Shigeki, Kazuya Sakakibara, Takeshi Kudo, and Naoaki Shibashita. "A Numerical Method for Turbulent Flows in Highly Staggered and Low Solidity Supersonic Turbine Cascades." In ASME 2011 Turbo Expo: Turbine Technical Conference and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/gt2011-45450.
Full textAbstract:
Two main problems are associated with conventional numerical methods for simulating turbulent flows in high-reaction-type supersonic turbine cascades near the tip of the last stage blade in a steam turbine: the large skewness of computational grids and treatments of boundary conditions when the shock waves hit boundaries. This paper presents a numerical method to deal with these issues. A grid generation technique which uses five-block structured grids has been developed. The orthogonality of the grid is good even for highly staggered and low solidity cascades. In addition, the grids are completely continuous at the boundary between the blocks and at the periodic boundaries. Both the gradient of the grid lines and the change rate of the grid widths connected smoothly. As a result, shock waves can be captured accurately and stably. The inflow and outflow boundary conditions based on the two-dimensional characteristic theory have been applied and diminished the spurious reflections and fluctuations of shock waves at both the inlet and outlet boundaries. Therefore the non-physical reflection does not affect the flow in the cascades. A low Reynolds number k-ε turbulent model has been proposed. Distance from a wall is not used as the characteristic length of turbulent flows so that the turbulent model can be applied to a wake and a separation flow. The validity of the numerical method was verified by comparisons of the pressure distributions on the blade, the loss coefficients, and flow angles with linear cascade experiments of transonic compressor cascades.
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Bunnik, Tim, and Rene´ Huijsmans. "Validation of Wave Propagation in Numerical Wave Tanks." In ASME 2005 24th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2005. http://dx.doi.org/10.1115/omae2005-67221.
Full textAbstract:
During the last few years there has been a strong growth in the availability and capabilities of numerical wave tanks. In order to assess the accuracy of such methods, a validation study was carried out. The study focuses on two types of numerical wave tanks: 1. A numerical wave tank based a non-linear potential flow algorithm. 2. A numerical wave tank based on a Volume of Fluid algorithm. The first algorithm uses a structured grid with triangular elements and a surface tracking technique. The second algorithm uses a structured, Cartesian grid and a surface capturing technique. Validation material is available by means of waves measured at multiple locations in two different model test basins. The first method is capable of generating waves up to the break limit. Wave absorption is therefore modeled by means of a numerical beach and not by mean of the parabolic beach that is used in the model basin. The second method is capable of modeling wave breaking. Therefore, the parabolic beach in the model test basin can be modeled and has also been included. Energy dissipation therefore takes place according to physics which are more related to the situation in the model test basin. Three types of waves are generated in the model test basin and in the numerical wave tanks. All these waves are generated on basin scale. The following waves are considered: 1. A scaled 100-year North-Sea wave (Hs = 0.24 meters, Tp = 2.0 seconds) in deep water (5 meters). 2. A scaled operational wave (Hs = 0.086 meters, Tp = 1.69 seconds) at intermediate water depth (0.86 meters) generated by a flap-type wave generator. 3. A scaled operational wave (Hs = 0.046 meters, Tp = 1.2 seconds) in shallow water (0.35 meters) generated by a piston-type wave generator. The waves are generated by means of a flap or piston-type wave generator. The motions of the wave generator in the simulations (either rotational or translational) are identical to the motions in the model test basin. Furthermore, in the simulations with intermediate water depth, the non-flat contour of the basin bottom (ramp) is accurately modeled. A comparison is made between the measured and computed wave elevation at several locations in the basin. The comparison focuses on: 1. Reflection characteristics of the model test basin and the numerical wave tanks. 2. The accuracy in the prediction of steep waves. 3. Second order effects like set-down in intermediate and shallow water depth. Furthermore, a convergence study is presented to check the grid independence of the wave tank predictions.