Academic literature on the topic 'Multimodal Career Unit Project'
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Journal articles on the topic "Multimodal Career Unit Project"
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Hammontree, Jennifer, and Catherine Glenn Kinderknecht. "An In Situ Mock Code Program in the Pediatric Intensive Care Unit: A Multimodal Nurse-Led Quality Improvement Initiative." Critical Care Nurse 42, no. 2 (April 1, 2022): 42–55. http://dx.doi.org/10.4037/ccn2022631.
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Background Lifesaving resuscitation is required for approximately 1 in 100 patients in the pediatric intensive care unit. Certification renewal alone is insufficient to guarantee adequate knowledge, skills, and confidence among staff members involved in infrequent resuscitation events. Local Problem Knowledge and skill gaps were identified in pediatric intensive care unit staff members involved in patient resuscitation events. The primary aim of this quality improvement project was to optimize patient resuscitations through improved staff performance and coordination between interdisciplinary roles. Methods A multidisciplinary committee was created to develop, implement, and evaluate a mock code program. Surveys were administered before and after the intervention to assess self-perceived resuscitation performance and program effectiveness. Code sheets were analyzed for documentation quality and adherence to pediatric advanced life support guidelines. The committee used a multimodal approach to education, including high-and low-fidelity in situ mock code simulations and supplemental educational events. Results From September 2018 through January 2020, the committee conducted 65 events for almost 500 participants. Nurses’ levels of self-reported confidence in initiating pediatric advanced life support interventions and identifying cardiac rhythms increased, as did perceived level of competence and knowledge. Most unit staff members considered the mock code program to be “very to extremely effective” in increasing resuscitation competence, confidence, communication, teamwork, and role clarity. Adherence to recommended resuscitation behaviors improved, as did code sheet documentation quality. Conclusion An in situ mock code program using a multimodal approach to education can be a successful educational adjunct to biennial pediatric advanced life support certification.
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Dana, Fernando, Raquel Sebio-García, Beatriz Tena, Marina Sisó, Francisco Vega, Amaia Peláez, David Capitán, Marta Ubré, Ana Costas-Carrera, and Graciela Martínez-Pallí. "Perioperative Nursing as The Guiding Thread of A Prehabilitation Program." Cancers 14, no. 21 (October 31, 2022): 5376. http://dx.doi.org/10.3390/cancers14215376.
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Multimodal preoperative prehabilitation has been shown to be effective in improving the functional capacity of cancer patients, reducing postoperative complications and the length of hospital and ICU stay after surgery. The availability of prehabilitation units that gather all the professionals involved in patient care facilitates the development of integrated and patient-centered multimodal prehabilitation programs, as well as patient adherence. This article describes the process of creating a prehabilitation unit in our center and the role of perioperative nursing. Initially, the project was launched with the performance of a research study on prehabilitation for gastrointestinal cancer surgery. The results of this study encouraged us to continue the implementation of the unit. Progressively, multimodal prehabilitation programs focusing on each type of patient and surgery were developed. Currently, our prehabilitation unit is a care unit that has its own gym, which allows supervised training of cancer patients prior to surgery. Likewise, the evolution of perioperative nursing in the unit is described: from collaboration and assistance in the integral evaluation of the patient at the beginning to current work as a case manager; a task that has proven extremely important for the comprehensive and continuous care of the patient.
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Sevilla-Pavón, Ana, and Anna Nicolaou. "Online Intercultural Exchanges Through Digital Storytelling." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (October 2017): 44–58. http://dx.doi.org/10.4018/ijcallt.2017100104.
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This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.
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Olmos, Andrea V., Sasha Steen, Christy K. Boscardin, Joyce M. Chang, Genevieve Manahan, Anthony R. Little, Man-Cheung Lee, and Linda L. Liu. "Increasing the use of multimodal analgesia during adult surgery in a tertiary academic anaesthesia department." BMJ Open Quality 10, no. 3 (July 2021): e001320. http://dx.doi.org/10.1136/bmjoq-2020-001320.
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ObjectiveMultimodal analgesia pathways have been shown to reduce opioid use and side effects in surgical patients. A quality improvement initiative was implemented to increase the use of multimodal analgesia in adult patients presenting for general anaesthesia at an academic tertiary care centre. The aim of this study was to increase adoption of a perioperative multimodal analgesia protocol across a broad population of surgical patients. The use of multimodal analgesia was tracked as a process metric. Our primary outcome was opioid use normalised to oral morphine equivalents (OME) intraoperatively, in the postanaesthesia care unit (PACU), and 48 hours postoperatively. Pain scores and use of antiemetics were measured as balancing metrics.MethodsWe conducted a quality improvement study of a multimodal analgesia protocol implemented for adult (≥18 and≤70) non-transplant patients undergoing general anaesthesia (≥180 min). Components of multimodal analgesia were defined as (1) preoperative analgesic medication (acetaminophen, celecoxib, diclofenac, gabapentin), (2) regional anaesthesia (peripheral nerve block or catheter, epidural catheter or spinal) or (3) intraoperative analgesic medication (ketamine, ketorolac, lidocaine infusion, magnesium, acetaminophen, dexamethasone ≥8 mg, dexmedetomidine). We compared opioid use, pain scores and antiemetic use for patients 1 year before (baseline group—1 July 2018 to 30 June 2019) and 1 year after (implementation group—1 July 2019 to 30 June 2020) project implementation.ResultsUse of multimodal analgesia improved from 53.9% in the baseline group to 67.5% in the implementation group (p<0.001). There was no significant difference in intraoperative OME use before and after implementation (β0=44.0, β2=0.52, p=0.875). OME decreased after the project implementation in the PACU (β0=34.4, β2=−3.88, p<0.001) and 48 hours postoperatively (β0=184.9, β2=−22.59, p<0.001), while pain scores during those time points were similar.ConclusionA perioperative pragmatic multimodal analgesic intervention was associated with reduced OME use in the PACU and 48 hours postoperatively.
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Sparks, JoAnne, Grace Saw, and Mary Davies. "Mapping the future: 陰陽 (yin yang) career development collaboration." Library Management 35, no. 8/9 (November 10, 2014): 629–44. http://dx.doi.org/10.1108/lm-03-2014-0040.
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Purpose – 陰陽 (yinyáng in Pinyin) is about interconnectedness rather than opposites. The purpose of this paper is to highlight how collaboration connects and strengthens the efforts across the sector and reinforces how the sum of the parts is greater than any one university alone. This paper shares the experience of conducting a collaborative project with three universities. It illustrates the fine balancing act of collaboration (yin) with competition (yang) amongst three of Australia ' s higher education institutions at a national level, with the aim of contributing to the career development of professionals in the fields of library services and eResearch. Design/methodology/approach – Bond University, University of Western Australia and Griffith University have collaborated to develop a career mapping toolkit which builds on an earlier commissioned project completed by Council of Australian IT Directors (CAUDIT) focusing on enterprise information technology roles. This tri-institutional collaborative project reviews in detail the skills, knowledge and abilities of library and eResearch management roles in the respective organisations. Findings – This project has been hugely rewarding for the initial three project partners who worked and collaborated well together, successfully completing project goals within agreed timeframes. Looking forward, career pathing will become more widespread as managers receive the requisite training, take ownership of these activities and grow to fully realise the value and potential of active career management to team performance. Ultimately, the use of the career pathing toolkit will enhance career satisfaction of the individual which in turn will lift the productivity of the organisational unit. Research limitations/implications – To ensure the ongoing viability of the career pathing toolkit, it is necessary to measure its relevance and effectiveness: each institution is confident in adopting/modifying the final product for internal use. This demonstrates confidence in the quality of the work produced by the other collaborators; adoption of the product by institutions which were not part of the initial collaboration; and willingness of another institution (not originally involved) to join the collaborative project and make a contribution. Practical implications – The catalyst for collaboration between the three universities was realised when the authors saw an opportunity to address the important and pressing issue of career and workforce planning as a partnership project. The main objective for collaboration was to achieve a more comprehensive and speedier project outcome. Social implications – This paper shares the outcomes of the project which illustrates the fine balancing act of collaboration (yin) with competition (yang) amongst three of Australia ' s higher education institutions at a national level, with the aim of contributing to the career development of professionals in the fields of library and eResearch. Originality/value – The aim is to develop a toolkit that: catalogues and maps the core professional roles needed in the next two to three years in the respective institutions; and specifies the knowledge and experience required in each core professional area including where there is overlap. In essence, the career map provides a toolkit for identifying the knowledge areas and skills, abilities and competencies required for each core area (organised by career streams) and professional role.
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Salonen, Anssi, Sirpa Kärkkäinen, and Tuula Keinonen. "Career-related instruction promoting students’ career awareness and interest towards science learning." Chemistry Education Research and Practice 19, no. 2 (2018): 474–83. http://dx.doi.org/10.1039/c7rp00221a.
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The aim of this study was to investigate how career-related instruction implemented in secondary school chemistry education concerning water issues influences students’ career awareness and their interest towards science learning. This case study is part of a larger design-based research study for the EU-MultiCO project, which focuses on promoting students’ scientific career awareness and attractiveness by introducing them to career-based scenarios at the beginning of the instruction unit. The participants in this study were three eighth-grade classes with 46 students in total, and 2 science teachers. Data consisted of observations throughout the intervention and a questionnaire which the students took afterwards. Descriptive statistics taken from the questionnaire were used together with the content analysis of open questions and observation notes. The results reveal that the students acquired knowledge about science, science-related careers and working life skills and that they enjoyed studying chemistry and engaged in learning during the intervention. The students recognized the need for professionals and their responsibilities as well as the importance of water-related issues as global and local problems, but these issues were not personally important or valuable to students. The type of career-related instruction discussed in this paper can give guidelines for how to develop teaching to promote students’ science career awareness, trigger students’ interest and engage them in science learning.
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Powell, Christy Wessel. "Show, Don't Tell: Multimodal Story Feedback in a K–1 Play-Based Writing Unit." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (March 2021): 1–24. http://dx.doi.org/10.1177/016146812112300304.
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Background With standardization ever squeezing creative curricula in K–1 classrooms, creating time for a play-based multimodal writing curriculum that leverages children's strengths as storytellers is revolutionary. Due in part to accountability policy pressures, print-based writing and verbocentric writing feedback are still often privileged in school curricula. And yet, children are natural whole-body storytellers who will be asked to write and present ideas in all sorts of forms. In order to leverage children's storytelling strengths, we need to teach writing through multiple modes: This means expanding both writing instruction and the types of feedback offered to writers in primary classrooms. Research Questions This study examines two questions: How is feedback being given, and what impact does it have on children's storytelling? How is play/storying being sanctioned? Setting & Participants The study took place in a K–1 classroom in an inquiry-based, project-based school in the U.S. Midwest during a month-long storytelling workshop unit. Participants included two co-teachers and 46 children aged 5 to 7. Research Design This qualitative study used ethnographic methods and participant observation. Data Collection & Analysis Video data were collected during workshop each day for one month, including minilessons, writing time, and share time, which is the focus of this article. Discourse analysis and a multimodality theoretical lens were used to analyze how children gave one another feedback on their stories through embodied demonstration, gesture, acting, out, or copying one another's storytelling devices. Findings Findings indicate that children's acting/embodiment, humor/parody, and copying all worked as effective forms of multimodal feedback, which ultimately functioned as teaching for developing peers’ storytelling strategies and skills. However, teachers inadvertently privileged language alone via narration, or language with demonstration in feedback sessions. Conclusions Teacher/researcher collaborations should explore ways to reimagine forms of writer's feedback that include and account for demonstration, copying, and impromptu performance and that, ultimately, open up the definition of what counts as writing at school. Um, you should work on making your story, like, real. Because, um, you're going all over the place [wiggles entire body to illustrate]—Allen, age 6
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Arfah, Muhammad. "STRATEGI PENINGKATAN KINERJA KARYAWAN PADA PT. BANK RAKYAT INDONESIA (PERSERO) TBK UNIT BULUMARIO KOTA PASANGKAYU." Jurnal Ilmu Manajemen Profitability 5, no. 1 (February 10, 2021): 55–71. http://dx.doi.org/10.26618/profitability.v5i1.4856.
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The background of this purchasing problem is taken from the presence od employees who are not in accordance with existing abilities or slills so that they do not work and are delayed in a job. The type of research used is descriptive qualitative in which the authors describe the results describe the results of observations and direct interviews with the head of the bullumary unit and employees at PT. Bank Rakyat Indonesia (Persero) Tbk Bulumario Unit Pasangkayu City. Wring the final project is the result of writing done in june to july 2020. Research as outlined in this thesis aims to determine the strategy for developing employee performance in PT. Bank Rakyat Indonesia (Persero) Tbk Bulumario Unit Pasangkayu City. The results showed that the strategy for developing employee performance at PT. Bank Rakyat Indonesia (Persero) Tbk. Bulumario Unit In Pasangkayu City consists of 1. Improving discipline 2.Conducting training 3.Career path 4.Providing benefits to amployee 5.Maintaining good relations between employees.
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Kjällander, Susanne, Linda Mannila, Anna Åkerfeldt, and Fredrik Heintz. "Elementary Students’ First Approach to Computational Thinking and Programming." Education Sciences 11, no. 2 (February 19, 2021): 80. http://dx.doi.org/10.3390/educsci11020080.
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Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.
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Yeo, Narelle, and Jennifer Rowley. "'Putting on a Show' Non-Placement WIL in the Performing Arts: Documenting Professional Rehearsal And Performance Using Eportfolio Reflections." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 62–79. http://dx.doi.org/10.53761/1.17.4.5.
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his study explores the utility of employing a student-created experiential narrative ePortfolio as a multimodal tool for reflective practice in WIL. It does so by examining a case study situated within the performing arts, where WIL discourses are rarely adopted, and few examples are present in the literature. This paper introduces a circular mentoring framework that extends Kolb’s experiential learning model, whereby learning is facilitated through the interchange of roles through rehearsal and reflection. In this study, participants prepared and performed an opera in a professional venue over a five-day period of intense creative studio work. The 2017 and 2018 Inclusion Project is an innovative teaching and learning opportunity that offered authentic industry-based experience to undergraduate music students in a closely monitored, non-placement WIL setting. Participants (n=18) undertaking a semester long elective, reported their experience through online journaling in an ePortfolio allowing them to create narrative responses. A qualitative analysis using narrative inquiry on the ePortfolio reflections indicated a direct benefit for student’s career readiness as creative artists.
Dissertations / Theses on the topic "Multimodal Career Unit Project"
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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.
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Thomas, David Llewellyn 1944. "Curriculum development for the master craftsman in the printing, newspaper and packaging industries." Thesis, 1999. http://hdl.handle.net/10500/16199.
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This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and
Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education
and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems
perspective and incorporates the specific andragogic didactic needs of the learner target group as well as
the unique needs of an industrial sector.
Because the National Qualification Framework model advocates an outcomes-based approach to
curriculum development this necessitated the identification of a suitable standards generating process to
articulate the master craftsman unit standards into a qualification capable of being recognised by the
National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and
competencies for the master craftsman level were quantified and qualified by means of skills and
competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes
which incorporated critical cross field and fundamental skills, and their underpinning knowledge
requirements.
Using aspects ofvarious vocational education and training models and empirical research course content
was sourced, evaluated and developed into appropriate modules of learning that are congruent with the
accepted competency based modular training system used in the Industries. Course maps that integrate
theory and practice were developed with multi skilling milestones linked to learner certification.
Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of
a provider quality assessment and accreditation system. The interactive teaching-learning situation and the
evaluation processes and procedures were developed to enhance the assessment of applied competencies
in the world of work. A pilot study and unit standards generating activities are to be used as a means of
implementing and institutionalising the master craftsman curriculum.
The findings of this study revealed that by viewing the curriculum from a systems perspective and using a
suitable curriculum development model a creative master craftsman curriculum development process could
take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and
attributes enabled the curriculum process to be a top-down approach which is outcomes-based.Didactics
D.Ed. (Didactics)
Books on the topic "Multimodal Career Unit Project"
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Bebbington, Diane. Recruitment, retention and returners: A study of the career paths of people with a speech and language therapy qualification : report on a project funded by the NHS Women's Unit. London: College of Speech and Language Therapists, 1995.
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Education, PCG. Grade 8, Module 2, Unit 3 : Paths to College and Career, Culminating Project: Reader's Theater, Student Materials. Wiley & Sons, Incorporated, John, 2015.
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Education, PCG. Grade 7, Module 1, Unit 3 : Paths to College and Career, Culminating Project: Voices from Southern Sudan, Student Materials. Wiley & Sons, Incorporated, John, 2015.
Find full textBook chapters on the topic "Multimodal Career Unit Project"
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Faria, Liliana. "PORTFOLIO AS A STRATEGY TO IMPROVE CAREER ADAPTABILITY RESOURCES." In Advances in Education and Educational Trends Series, 15–25. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead02.
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This study aimed to determine whether the levels of career adaptability resources could be increased through the use of a portfolio writing strategy. Based on a mixed methods approach, the study used the design quasi-experimental, with two independent groups and with repeated measures, together with a focus group. Forty students (17 from the experimental group; 23 from the control group) in university-work transition completed the Portuguese version of the Career Adaptation Scale. The pre-test survey was administered at the beginning of the semester of the curricular unit of personal and professional development project (PPDP) in both groups. This was followed, in the experimental group, by a fourteen-week portfolio writing intervention, under the PPDP. In the control group, the PPDP followed the traditional expository teaching methodology. After completing the intervention procedure, post-test research was conducted byboth groups. Five students from the experimental group also participated in a focus group of feedback on the writing of portfolios under the PPDP. The results revealedthat writing the portfolios contributed to a career adaptability resources increase as well as for the confidence, self-knowledge and knowledge of the market opportunities of these students. The use of portfolios in the PPDP unit course is recommended.
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Sevilla-Pavón, Ana, and Anna Nicolaou. "Online Intercultural Exchanges Through Digital Storytelling." In Language Learning and Literacy, 757–73. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch039.
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This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.
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Kleifgen, Jo Anne, Charles K. Kinzer, Daniel L. Hoffman, Kristin Gorski, Jean Kim, Andrea Lira, and Briana Ronan. "An Argument for a Multimodal, Online System to Support English Learners' Writing Development." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, 171–92. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch009.
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This chapter describes a technology-centered intervention project to demonstrate the benefits of a multimodal, Web-based platform, STEPS to Literacy, for teaching academic writing to Latina/o adolescent learners of English. After laying out a theoretical and empirical rationale, the authors provide details about the design features and instructional approach that support student writing. Next, an example is given of the use of STEPS in the classroom, in which eighth-grade students with the teacher's guidance analyze multimodal documents, take notes, and write an essay for a unit on the Civil Rights Movement. A summary of the benefits of such an online system for academic writing development is outlined, and a set of points for teachers to consider for planning and implementation in the classroom concludes the chapter.
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"Ways to Make Things Better—One, Two, Three!: Tracing the career of a developer from teacher, to quality unit to national project." In Staff and Educational Development, 186–93. Routledge, 2003. http://dx.doi.org/10.4324/9780203416556-30.
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Shepherd, Gregory. "Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications." In Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, 46–62. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6347-3.ch003.
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Integrating the use of Web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This chapter evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools, and content in project-based learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st century learning. Given technology's constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career. Results of this study show growth in lesson planning, creativity, and innovation skills.
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Shepherd, Gregory. "Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications." In Computer-Assisted Language Learning, 295–312. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch014.
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Integrating the use of Web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This chapter evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools, and content in project-based learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st century learning. Given technology's constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career. Results of this study show growth in lesson planning, creativity, and innovation skills.
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Nikolou-Walker, Elda. "Methods and Methodology." In Handbook of Research on E-Learning Applications for Career and Technical Education, 628–37. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch049.
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This study reviews the innovative programme developed in 2004 between the Work-Based Learning unit in the School of Education at Queen’s University, Belfast and the Police Service of Northern Ireland (PSNI). The scheme enables probationary officers to develop new skills by means of an Advanced Diploma in Work-Based Learning linked to the traditional training in operational policing. This new programme not only creates a new approach to police development, but also allows for the accreditation of the Work-Based Learning. The focus of the entire learning experience is within the real world context. Its objective is to enable students to reflect on their own work-related experience, to develop their understanding of appropriate work-based research approaches and methods and to identify and design a work-based project. The aim is to explore the evidence of the positive experience of trainees who have embarked on this new method of learning. Using interviews, observations, focus-groups and questionnaires, a review has been conducted on how the programme is attempting to contribute towards a positive change regarding the abilities of the new police officers.
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Zou, Hongyan. "Spaces of Consumption Replace Spaces of Production." In Western China on Screen, 91–118. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474477857.003.0004.
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This chapter outlines two competing styles of cinematic Chengdu and its adjacent cities: primitive and modern. The primitiveness of Chengdu results from its geographical isolation and underdeveloped economy before the 1980s, while the modern facet of Chengdu started to take shape under the Third Front Project between the 1960s and the 1980s when mainland China was confronted with the Cold War. The cityscape of Chengdu, accordingly, was featured by an array of state-owned socialist “units” involving in the production of military and heavy industry. Focusing on these socialist spaces and relevant policies (household registration), this chapter shows that the unit, represented in Jia Zhangke’s 24 City [Ershisi chengji] (2008), functioned as centripetal spaces attracting talent, resources and capital with their promises of decent payment, city household registration and life-long career. Moreover, it argues that the spatial transition of Chengdu from a space of production into a space of consumption is characterised by generational gaps in characters’ consuming and appropriating urban spaces. It finally concludes that the 1980s becomes a watershed that breaks the centripetal space under the socialist economic system and witnesses the formation of a centrifugal space created by a socialist market and facilitated by interprovincial highways and railways.
Conference papers on the topic "Multimodal Career Unit Project"
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Ferreira, Manuel E., and Celina P. Leão. "Students’ Perceptions and Effects Towards New Teaching Approach in Energy and Environment." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71958.
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This paper presents the results of a new teaching approach in the Energy and Environment 6, in the 5th and last year of the Integrated Master in Mechanical Engineering of University of Minho. This curricular unit focus on the fossil fuel resources and combustion. For a Mechanical Engineering starting his/her career this status quo can be seen as an opportunity rather than a barrier. Thus, the students were invited to do a research on several subjects with the purpose to find challenges and opportunities to be addressed. The final purpose of this project was to give motivation to the students in order to find ideas for new products, services, technologies, etc., to develop in their future career, based on the idea of finding things they should do for the world rather than ask others what to do. Summing up, to promote innovation and entrepreneurship. The results of the questionnaire to obtain students’ perceptions towards the implementation of this new teaching approach and assessment methodology in order to improve and apply it in the future are discussed showing a positive result.
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Albert, Blace C., and A. O¨zer Arnas. "Integration of Gas Turbine Education in an Undergraduate Thermodynamics Course." In ASME Turbo Expo 2002: Power for Land, Sea, and Air. ASMEDC, 2002. http://dx.doi.org/10.1115/gt2002-30153.
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The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] In order to accomplish this mission, USMA puts their cadets through a 47-month program that includes a variety of military training, and college courses totaling about 150 credit-hours. Upon completion of the program, cadets receive a Bachelor of Science degree and become Second Lieutenants in the United States Army. A very unique aspect of the academic program at USMA is that each cadet is required to take a minimum of five engineering classes regardless of their major or field of study. This means that about 500 cadets will have taken the one-semester course in thermodynamics. The thermodynamics course taught at USMA is different from others throughout the country because within every class there is a mixture of cadets majoring in engineering and those that are in other majors, i.e. languages, history [2]. Topics on gas turbine machinery have been integrated into this unique thermodynamics course. Because the cadets will encounter gas turbines throughout their service in the Army, we feel that it is important for all of the students, not just engineering majors, to learn about gas turbines, their operation, and their applications. This is accomplished by four methods. The first is in a classroom environment. Cadets learn how actual gas turbines work, how to model them, and learn how to solve problems. Thermodynamics instructors have access to several actual gas turbines used in military applications to aid in cadet learning. The second method occurs in the laboratory where cadets take measurements and analyze an operational auxiliary power unit (APU) from an Army helicopter. The third method occurs in the form of a design project. The engineering majors redesign the cogeneration plant that exists here at West Point. Many of them use a topping cycle in this design. The final method is a capstone design project. During the 2001–02 academic year, three cadets are improving the thermodynamic laboratories. Among their tasks are designing a new test stand for the APU, increasing the benefit of the gas turbine laboratory through more student interaction, and designing a web-based gas turbine pre-laboratory instruction to compliment the actual laboratory exercise.
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Oosterhuis, Kas, and Arwin Hidding. "Participator, A Participatory Urban Design Instrument." In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0008.
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A point cloud of reference points forms the programmable basis of a new method of urban and architectural modeling. Points in space from the smallest identifiable units that are informed to communicate with each other to form complex data structures. The data are visualized as spatial voxels [3d pixels] as to represent spaces and volumes that maintain their mutual relationships under varying circumstances. The subsequent steps in the development from point cloud to the multimodal urban strategy are driven by variable local and global parameters. Step by step new and more detailed actors are introduced in the serious design game. Values feeding the voxel units may be fixed, variables based on experience, or randomly generated. The target value may be fixed or kept open. Using lines or curves and groups of points from the original large along the X, Y and Z-axes organized crystalline set of points are selected to form the shape of actual working space. The concept of radical multimodality at the level of the smallest grain requires that at each stage in the design game individual units are addressed as to adopt a unique function during a unique amount of time. Each unit may be a home, a workplace, a workshop, a shop, a lounge area, a school, a garden or just an empty voxel anytime and anywhere in the selected working space. The concept of multimodality [MANIC, K Oosterhuis, 2018] is taken to its extreme as to stimulate the development of diversity over time and in its spatial arrangement. The programmable framework for urban multimodality acknowledges the rise and shine of the new international citizen, who travels the world, lives nowhere and everywhere, inhabits places and spaces for ultrashort, shorter or longer periods of time, lives her/his life as a new nomad [New Babylon, Constant Nieuwenhuys, 1958]. The new nomad lives on her/his own or in groups of like-minded people, effectuated by setting preferences and choices being made via the ubiquitous multimodality app, which organizes the unfolding of her / his life. In the serious design game nomadic life is facilitated by real time activation of a complex set of programmable monads. Playing and further developing the design journey was executed in 4 workshop sessions with different professional stakeholders, architects, engineers, entrepreneurs and project developers.
Reports on the topic "Multimodal Career Unit Project"
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Lee, W. S., Victor Alchanatis, and Asher Levi. Innovative yield mapping system using hyperspectral and thermal imaging for precision tree crop management. United States Department of Agriculture, January 2014. http://dx.doi.org/10.32747/2014.7598158.bard.
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Original objectives and revisions – The original overall objective was to develop, test and validate a prototype yield mapping system for unit area to increase yield and profit for tree crops. Specific objectives were: (1) to develop a yield mapping system for a static situation, using hyperspectral and thermal imaging independently, (2) to integrate hyperspectral and thermal imaging for improved yield estimation by combining thermal images with hyperspectral images to improve fruit detection, and (3) to expand the system to a mobile platform for a stop-measure- and-go situation. There were no major revisions in the overall objective, however, several revisions were made on the specific objectives. The revised specific objectives were: (1) to develop a yield mapping system for a static situation, using color and thermal imaging independently, (2) to integrate color and thermal imaging for improved yield estimation by combining thermal images with color images to improve fruit detection, and (3) to expand the system to an autonomous mobile platform for a continuous-measure situation. Background, major conclusions, solutions and achievements -- Yield mapping is considered as an initial step for applying precision agriculture technologies. Although many yield mapping systems have been developed for agronomic crops, it remains a difficult task for mapping yield of tree crops. In this project, an autonomous immature fruit yield mapping system was developed. The system could detect and count the number of fruit at early growth stages of citrus fruit so that farmers could apply site-specific management based on the maps. There were two sub-systems, a navigation system and an imaging system. Robot Operating System (ROS) was the backbone for developing the navigation system using an unmanned ground vehicle (UGV). An inertial measurement unit (IMU), wheel encoders and a GPS were integrated using an extended Kalman filter to provide reliable and accurate localization information. A LiDAR was added to support simultaneous localization and mapping (SLAM) algorithms. The color camera on a Microsoft Kinect was used to detect citrus trees and a new machine vision algorithm was developed to enable autonomous navigations in the citrus grove. A multimodal imaging system, which consisted of two color cameras and a thermal camera, was carried by the vehicle for video acquisitions. A novel image registration method was developed for combining color and thermal images and matching fruit in both images which achieved pixel-level accuracy. A new Color- Thermal Combined Probability (CTCP) algorithm was created to effectively fuse information from the color and thermal images to classify potential image regions into fruit and non-fruit classes. Algorithms were also developed to integrate image registration, information fusion and fruit classification and detection into a single step for real-time processing. The imaging system achieved a precision rate of 95.5% and a recall rate of 90.4% on immature green citrus fruit detection which was a great improvement compared to previous studies. Implications – The development of the immature green fruit yield mapping system will help farmers make early decisions for planning operations and marketing so high yield and profit can be achieved.