Relevant bibliographies by topics / Practitioner capability

Academic literature on the topic 'Practitioner capability'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Practitioner capability"

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Smith, Sara, and Jan Martin. "Practitioner capability." Higher Education, Skills and Work-based Learning 4, no. 3 (October 20, 2014): 284–300. http://dx.doi.org/10.1108/heswbl-04-2014-0009.

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Purpose – The purpose of this paper is to investigate the role of creative activity and storytelling in assisting development of students’ reflective ability and critical thinking. Design/methodology/approach – Eight biomedical science students undertaking year-long work-based placements took part in this action research study. A coding scheme was designed to assess students’ reflections initially and at each stage of the study. Intervention activities involved students using mood boards, images and storytelling to assist development of creative learning spaces with a thematic approach employed to analyse both personal and collective reflections. Post-intervention evaluation considered possible long-term impact on students’ reflective ability. Findings – Students’ pre-intervention reports showed little reflection focusing mainly on competence demonstration and descriptive situation summaries. During the intervention workshops, all students demonstrated both identification of self as a practitioner and a critically reflective approach. However, this was not maintained long term as initial post-intervention reports tended to revert to a more descriptive style of writing suggesting longer-term support is required. Research limitations/implications – The importance of further research into the long-term usefulness of creative collaborative learning spaces in work-based programmes is suggested. Originality/value – This is the first study investigating the approach to supporting critical reflection during work placement in biomedical scientists. It is suggested that the current competence-based training programme provides limited opportunities for developing and embedding critical reflection. Where opportunities are provided, such as creative learning spaces, students’ critical reflection was greatly enhanced. However, it appears essential that this approach is maintained throughout training as critically reflective skills developed during collaborative learning have limited transferability to subsequent reflective report writing.
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Carryer, Jenny, Glenn Gardner, Sandra Dunn, and Anne Gardner. "The capability of nurse practitioners may be diminished by controlling protocols." Australian Health Review 31, no. 1 (2007): 108. http://dx.doi.org/10.1071/ah070108.

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Nurse practitioners will become a vital component of the health workforce because of the growing need to manage chronic illness, to deliver effective primary health services, and to manage workforce challenges effectively. In addition, the role of nurse practitioner is an excellent example of increased workforce flexibility and changes to occupational boundaries. This paper draws on an Australasian research project which defined the core role of nurse practitioners, and identified capability as the component of their level of practice that makes their service most useful. We argue that any tendency to write specific protocols to define the limits of nurse practitioner practice will reduce the efficacy of their contribution. The distinction we wish to make in this paper is between guidelines aiming to support practice, and protocols which aim to control practice.
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Mandal, Debashish, Robert J. McQueen, Owen Doody, and Ita Richardson. "Role of social media to support person-centered care in small healthcare practices." European Journal for Person Centered Healthcare 5, no. 2 (July 6, 2017): 170. http://dx.doi.org/10.5750/ejpch.v5i2.1258.

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Rationale, aims and objectives: Healthcare practitioners use social media to receive feedback from patients to deliver better person-centered care. The aim of this research was to investigate the ability of social media to support person-centered healthcare in small practices. The objectives of this study were to: (a) diagnose their existing patient care processes; (b) introduce social media to them as an additional channel for communication and feedback with their patients & (c) examine the effectiveness of social media to support delivery of person-centered healthcare.Method: The study used an action research method to train 20 healthcare practitioners in small practices in the use of social media. Data were collected through unstructured interviews and analysis of social media scripts. Thematic analysis of the source data was undertaken, supported by Nvivo software.Results: Practitioners reported that social media assisted and supported delivery of person-centered healthcare if suitable training and implementation processes were used. The introduction of social media increased healthcare practitioners’ socialising and personalising capabilities, which enhanced their capability to empathise with patients. Socialising increased because of improved 2-way communication and trust between practitioner and patient and improved a practitioner’s capability to personalise care for patients. Through building trust and additional communication, practitioners were better able to motivate patients to undertake behavioural changes.Conclusions: Social media use can enhance person-centered care by bridging social, economic and demographic differences between practitioner and patient. Small healthcare practitioners need suitable training in social media to support person-centered healthcare.
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Hannon, Paul D. "Incubation policy and practice: building practitioner and professional capability." Journal of Small Business and Enterprise Development 12, no. 1 (March 2005): 57–75. http://dx.doi.org/10.1108/14626000510579644.

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O’Reilly, D. "Developing the Capable Practitioner: Professional Capability through Higher Education19992Developing the Capable Practitioner: Professional Capability through Higher Education. Kogan Page, , ISBN: ISBN 0 7494 2876 7." Education + Training 41, no. 8 (November 1999): 384–92. http://dx.doi.org/10.1108/et.1999.41.8.384.2.

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Kilgore, Clifford. "Development of a capability-based training programme for an advanced nurse practitioner." Nursing Older People 31, no. 3 (May 23, 2019): 22–27. http://dx.doi.org/10.7748/nop.2019.e1088.

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Lefevre, M. "Becoming Effective Communicators with Children: Developing Practitioner Capability through Social Work Education." British Journal of Social Work 45, no. 1 (July 4, 2013): 204–24. http://dx.doi.org/10.1093/bjsw/bct109.

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Murnane, Sinéad, and Anna Browne. "From experience to knowledge in professional IT management education: exploring the applicability of classroom learning to real-life contexts." Irish Journal of Management 35, no. 2 (December 30, 2016): 165–75. http://dx.doi.org/10.1515/ijm-2016-0012.

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AbstractBy understanding knowledge to be performative – a ‘dynamic and ongoing social accomplishment’, rather than a representation or commodity – we view knowledge, or more accurately ‘knowing’, as a capability that emerges from, is embodied by, and embedded in recurrent social practices. The fluent knowing-in-practice that distinguishes an expert practitioner from a novice is developed through the reflexive interaction of the practitioner with their peers and their real-life work practices . Our key aim in this research was to explore whether it is possible for the abstracted classroom setting to approximate real-life work contexts, thereby enabling the active physical, mental, and emotional engagement of learner/practitioners within their community of practice, which have been demonstrated in the literature to be central to learning. How might training programmes actively engage learners in this way? We explored these questions through focus groups and interviews with participants on a professional IT management training programme and found that real-life contexts can be approximated to an extent, such that learner/ practitioners are enabled to learn from their own and each other’s experience of addressing issues in relation to IT management.
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Stables, A., G. Seal, and S. J. Mercer. "The role of the operating department practitioner on board Role 2 Afloat." Journal of Perioperative Practice 28, no. 11 (October 30, 2018): 300–301. http://dx.doi.org/10.1177/1750458918804790.

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The Role 2 Afloat (R2A) is the Royal Navy (RN)'s Damage Control Resuscitation (DCR), including Damage Control Surgery, capability at sea. There are currently three operating department practitioners (ODP) in the deployed team. This article describes the role of the ODP in this team and the training which is required to fulfil this role.
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Stables, A., G. Seal, and S. J. Mercer. "The role of the operating department practitioner on board Role 2 Afloat." Journal of The Royal Naval Medical Service 103, no. 1 (2017): 30–31. http://dx.doi.org/10.1136/jrnms-103-30.

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AbstractThe Role 2 Afloat (R2A) is the Royal Navy (RN)’s Damage Control Resuscitation (DCR), including Damage Control Surgery, capability at sea. There are currently three operating department practitioners (ODP) in the deployed team. This article describes the role of the ODP in this team and the training which is required to fulfil this role.
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Dissertations / Theses on the topic "Practitioner capability"

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Zhou, Wenyu, and wenyu zhou@rmit edu au. "The Victorian Chinese Medicine Workforce and Practitioner Capability." RMIT University. Health Sciences, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080801.121456.

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Chinese medicine (CM) as a popular form of complementary and alternative medicine (CAM) has been increasingly used in the Western world over the last three decades. While the importance of original research on quality, safety and efficacy of CM therapies is well argued and supported, there has been a general negligence of the role of education in protecting public safety, promoting CM as a form of evidence-based healthcare and improving the quality of clinical CM services. This study aimed to determine the essential practitioner capabilities to ensure the safe, competent and contemporary Chinese medicine clinical practice in complex healthcare systems such that of Australia. There are two major studies in this thesis: the workforce study and the capability postal survey. For the workforce study, a specific instrument with a coding system was developed and approved by the Chinese Medicine Registration Board of Victoria (CMRBVic) prior to the commencement of the data collection based on registration forms submitted by all practitioners registered with CMRBVic during the transitional (also known as grand-parenting) period. Findings from the workforce study provide comprehensive data on the current state of the Victorian CM workforce concerning their educational background, clinical experience and their current practice of CM. Findings of the capability postal survey represent a major step in the development of a capability-based curriculum that meets the needs of the Chinese medicine workforce. The findings of this study provide the basis for developing specific continuing professional educational programs that address knowledge and skill gaps such as communication, referral, research training and for some practitioners, basic biomedical sciences. In conclusion, this study, for the first time, provided the comprehensive data on the state of the Victorian CM workforce and CM practitioners' views on desired practitioner capabilities. A number of continuing professional education needs were identified and the successful implementation of these programs will contribute to the safe and competent CM practice and thus protect the public safety.
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Smith, Sara. "'Doing the portfolio' : pre-registration training for biomedical scientists and developing the capable practitioner." Thesis, University of Wolverhampton, 2018. http://hdl.handle.net/2436/621053.

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Integration of work-placements into undergraduate degrees is now established on awards linked to professional registration in healthcare. Pre-registration training forms the basis for development of capability and entry onto a professional register. This enquiry explores how key stakeholders on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon the development of the capable BMS. It draws upon current knowledge of work-based pedagogy and utilises a constructivist grounded theory (CGT) approach to explore the perceptions and experiences of individuals and groups to develop an interpretative portrayal and deeper understanding of the implementation of pre-registration training in one region of England. Data gathering and analysis was divided into two stages. The first employed analysis of professional documents to provide an insight into current discourses around BMS training. This provided initial developing categories and directed the creation of a questionnaire. Questionnaire responses confirmed the relevance of the developing categories and a summary of responses provided an ‘ice-breaker’ to guide stage two of data gathering. This stage employed focus groups and interviews to enable a greater understanding of how individuals make sense of their experiences. Initial, focused and theoretical coding allowed synthesis and conceptualisation of the data gathered and presented direction for the enquiry. The findings expose the challenges of integrating professional registration training into an academic programme of study. Three theoretical categories were identified: Role conflict, Expectations and Ownership. Conceptualising the interactions and intersections of these categories enabled the recognition of ‘Doing the portfolio’ as a way of describing and conceptualising the stakeholders positioning within the current programme. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. This provides a theoretical explanation as to how the programme is delivered and why there is a need to rethink conceptualisation of the role of the programme in supporting pre-registration training and the development of the capable BMS. To ensure that BMS students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complementary and parallel. The novel research approach used in this enquiry has generated rich insights into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed, which recognises the tensions emerging from a positivist typology of practice, has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.
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Books on the topic "Practitioner capability"

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Dave, O'Reilly, Cunningham Lynne, and Lester Stan, eds. Developing the capable practitioner: Professional capability through higher education. London: Kogan Page, 1999.

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O'Reilly, Dave, Lynne Cunningham, and Stan Lester. Developing the Capable Practitioner: Professional Capability Through Higher Education. Taylor & Francis Group, 2017.

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Yerkes, Mara, Jana Javornik, and Anna Kurowska, eds. Social Policy and the Capability Approach. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447341789.001.0001.

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The capability approach, an increasingly popular conceptual and theoretical framework focused on what individuals are able to do and be, offers a unique evaluative perspective to social policy analysis. This book explores the advantages of this approach and offers a way forward in addressing conceptual and empirical issues as they apply specifically to social policy research and practice. Short conceptual and empirical chapters provide clear examples of how policies shape the capabilities of different groups and individuals, critically assessing the efficacy of different social policies across multiple social policy fields, providing both academic and practitioner viewpoints.
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Evans, Charlotte, Anne Creaton, Marcus Kennedy, and Terry Martin, eds. Obstetrics and gynaecology. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198722168.003.0013.

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High acuity and critical care presentations in obstetrics and gynaecology are not uncommon, and when seen in the retrieval setting they present pathophysiology and risk avoidance challenges for the retrieval physician, coordinator, and system. The particular risks in obstetric retrieval which are associated with the consideration of infant risk, and the emotive implications of perinatal death, create additional pressure. The wellbeing of the mother is in all circumstances the priority, and it is important that this drives decision-making and planning. Careful consideration and consultation with specialist retrieval coordinators with obstetric experience and qualifications is important to optimize plans. These plans often revolve around the wisdom of intervention or delivery pre, post, or instead of high-risk transfer. Experience, perspective, and understanding of practitioner and system capability will inform best decisions and outcomes.
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Lake, Peter. The Paradoxes of ‘Popularity’ in Shakespeare’s History Plays. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806899.003.0002.

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This chapter surveys the development of sixteenth-century popularity politics, noting Burghley, Essex, and Bancroft all to have been practitioners of that ‘dark art’. It shows that popularity was a term of opprobrium and distaste to the elite, yet was taken up with equal enthusiasm by Puritanism and Roman Catholic enemies of the Elizabethan regime, contributing to a fitful emergence of the public sphere. Deploying English history in support of their claims, religious partisanship focused certain late medieval reigns: those of Richard II, Henry IV, Henry V, Henry VI, and Richard III—the very reigns that Shakespeare then addressed in his history plays. Shakespeare’s dramas are shown to present the complexities and risks attendant upon popularity politics; and to demonstrate, further, the resistance of popular attitudes to conscription by elites, given the independent intelligence of commoners and their capability for large-scale news gathering.
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Buchanan, John, David Finegold, Ken Mayhew, and Chris Warhurst, eds. The Oxford Handbook of Skills and Training. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.001.0001.

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Skills and workforce development are at the heart of much research on work, employment and management. Equally policy makers and managers throughout the world often cling to skill, believing that better development of them is the answer to a seemingly expanding range of practical and policy challenges. But are they so important? To what extent can they make a difference for individuals, organisations and nations? How are the supply and - more importantly - the utilisation of skill - current evolving? What are the key factors shaping skills trajectories of the future? This Handbook provides an authoritative consideration of issues such these. It does so by drawing on experts in a wide range of disciplines including sociology, economics, labour/industrial relations, human resource management, education and geography. The book’s 32 Chapters are organised around seven sections: I: Concepts and Definitions of SkillII: Skill FormationIII: Skill UtilisationIV: Skill OutcomesV: Differing skill systems – Levels of determinationVI: Differing skill systems – Dynamics at different stages of developmentVII: Current Challenges The Handbook is relevant for all with an interest in the changing nature, and future, of work, employment and management. It draws on the latest scholarly insights to shed new light on all the major issues concerning skills and training today. While written primarily by leading scholars in the field it is equally relevant to policy makers and practitioners responsible for shaping the development of human capability today and into the future.
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Oqubay, Arkebe, and Justin Yifu Lin, eds. The Oxford Handbook of Industrial Hubs and Economic Development. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780198850434.001.0001.

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Industrialization, supported by industrial hubs, has been widely associated with structural transformation and catch-up in developing, emerging, and advanced economies. There are about 6,000 industrial hubs spread across 147 countries, with a high concentration in emerging and developing economies, particularly in Asia. While the direct economic benefits (such as exports, employment, outputs, and revenues) of industrial hubs are significant, their value lies first and foremost in their contribution as incubators of industrialization, productive and technological capability, and innovation, which can facilitate sustained growth and the climbing of the development ladder. The Oxford Handbook of Industrial Hubs and Economic Development adopts an inter disciplinary approach to examine the conceptual underpinnings, reviews empirical evidence of regions and economies, and extracts pertinent lessons for policy researchers and practitioners on the key drivers of successes and failures of industrial hubs. Chapters contributed by eighty-two eminent authors are organized under seven themes: theories and methodologies; context and historical perspective; gender and environmental sustainability; policy and practices in Asian, Latin American, and African economies; and future pathways. The Handbook illustrates the diverse and complex nature of industrial hubs, and shows how industrial hubs promote industrialization, economic structural transformation, and technological catch-up. It explores the implications of emerging issues and trends such as environmental protection and sustainability, technological advancement, the shifts in the global economy, and urbanization. The concluding remarks emphasize the centrality of learning and latecomer advantage.
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Steer, Cassandra, and Matthew Hersch, eds. War and Peace in Outer Space. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197548684.001.0001.

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Historically, strategic restraint was the dominant approach among nations active in outer space, all of whom understood that continued access to and use of space required holding back on threats or activities which might jeopardize the status quo of peace in space. However, recently there has been a discernible shift in international rhetoric toward a more offensive approach to defense in space. The US move toward establishing a “Space Force” has been echoed by similar announcements in France and Japan. India launched an antisatellite weapon test and announced proudly that it thereby joined the elite group of China, Russia, and the United States, who have all demonstrated this capability in the past. As technologies in space advance, along with our terrestrial dependence on space-based systems for our peaceful civilian lives and for support of terrestrial warfare, the political stability of this vulnerable environment comes under threat. These factors, combined with a lack of transparency about actual capabilities and intentions on the part of all major players in space, creates a cyclical escalation which has led some commentators to describe this as a return to a Cold War–type arms race and to the foreseeability of a space-based conflict. Due to many unique characteristics of the space domain, an armed conflict in space would be catastrophic for all players, including neutral States, commercial actors, and international civil society. Due to the specificity of the space domain, specialized expertise must be provided to decision makers, and interdisciplinary opinions must be sought from a multitude of stakeholders. To that end, this volume provides a wide spectrum of perspectives from experts who have engaged together at a conference hosted by the Center for Ethics in the Rule of Law to discuss these issues. Ethical, legal, and policy solutions are offered here by those with experience in the space sector, including academia, legal practitioners, military lawyers and operators, diplomats, and policy advisers.
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Book chapters on the topic "Practitioner capability"

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Moynihan, Tony. "Through the “Looking-glasses” of Trust, Agency, Change, Capability, Action, Rationality and Control …" In Practitioner Series, 223–37. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0155-0_27.

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Schaupp, Marika. "From Function-Based Development Practices to Collaborative Capability Building: An Intervention to Extend Practitioners’ Ideas." In Supporting Workplace Learning, 205–24. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9109-3_12.

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"Towards capability through competence: autonomy or automatism?" In Developing the Capable Practitioner, 66–72. Routledge, 2013. http://dx.doi.org/10.4324/9780203062326-13.

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"Action learning and capability: a search for common ground." In Developing the Capable Practitioner, 82–92. Routledge, 2013. http://dx.doi.org/10.4324/9780203062326-15.

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"Professional capability: requirements and accreditation in the legal profession." In Developing the Capable Practitioner, 137–48. Routledge, 2013. http://dx.doi.org/10.4324/9780203062326-21.

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"Professional capability: a case-study bridging vocational, academic and professional frameworks." In Developing the Capable Practitioner, 149–60. Routledge, 2013. http://dx.doi.org/10.4324/9780203062326-22.

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"Competence and capability: from 'confidence trick' to the construction of the graduate identity." In Developing the Capable Practitioner, 95–110. Routledge, 2013. http://dx.doi.org/10.4324/9780203062326-17.

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Javornik, Jana, Mara A. Yerkes, and Erik Jansen. "Ask rather than assume: the capability approach in the practitioner setting1." In Social Policy and the Capability Approach, 107–24. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447341789.003.0006.

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This chapter investigates the relationships between science and society, in particular social policy 'practice', by consulting the social policy actors (i.e. researchers, professionals and practitioners who deal with or implement diverse policy decisions). The purpose of the chapter is to develop our innovative communication initiative, in which we engaged with social policy professionals and practitioners in a two-way, mutually enriching theory-practice dialogue. Using the capability approach as an analytical lens hereallows for a fresh look at social policy implementation and delivery and helps to better understand how social policies in their entirety play out in different contexts. The historical and political contexts of social policies and people's different needs and values, the cornerstone of the CA, are increasingly recognised by policy practitioners and professionals who have first-hand experience with policy delivery or application at the local level. This chapter demonstrates that their experience with multiple access and eligibility-related issues on the ground sheds new light on the applicability of the CA, and how this approach may help to identify key features grounded in local knowledge, be it around social policy design, delivery or implementation.
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Leisten, Jessie, and Jim Donohue. "Developing Learning Agile Leaders." In The Age of Agility, 382–401. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190085353.003.0016.

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“Developing Learning Agile Leaders: What We Can Learn From the Top Companies for Leaders” describes the link between learning agile leaders and the organizational practices that support and drive this capability. The basis for the insights was derived from nearly 20 years of practitioner research demonstrating the tactics used by leading global organizations of the twenty-first century (Top Companies for Leaders). Furthermore, the chapter examines how the focus on critical aspects of learning agility (e.g., resilience, engaging leadership, and self-awareness) became a tipping point for creating talent programs and practices that nimbly address the changing corporate landscape. The chapter provides tangible examples of learning agility in action to assist practitioners and academicians in the pursuit of unlocking the power of leaders and their teams.
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Hamer, Kenneth. "Language (Knowledge of English)." In Professional Conduct Casebook. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817246.003.0050.

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The requirement for the necessary standard of competence in the English language, initially for medical practitioners, was recommended by the House of Commons Health Committee as set out in the Committee’s Report, The Use of Overseas Doctors in Providing Out of Hours Services (5th Report, Session 2009–10). The report proposed that changes be made to legislation to allow the General Medical Council (GMC)—and subsequently other healthcare regulators—to test the English language competence of practitioners applying for registration. The report followed the death of a patient, Mr David Gray, in 2008 when the treating physician, Dr Ubani, administered ten times the recommended maximum dose of diamorphine. Dr Ubani, a German national, spoke minimal English. The incident occurred during his first shift as an out-of-hours doctor for a general practitioner (GP) service provider. Persons seeking registration in the healthcare and other professions may be required by their regulator to prove that they are proficient in English. Legislation provides for applicants to provide evidence of English language capability as part of the registration process and where concerns about language have been identified. Regulators will refuse a licence to practise in circumstances in which the necessary knowledge of English cannot be demonstrated. For further details, see Language Tests for Healthcare Professionals, Briefing Paper (House of Commons Library 2018, No. 07267, 7 March 2018).
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Conference papers on the topic "Practitioner capability"

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Gratton, Robert, James Wilson, and Kevin Skuse. "Application of Computed Tomography for the Examination of Pressure Retaining Nuclear Plant Components." In ASME 2017 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/pvp2017-65051.

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Pressure retaining nuclear plant components require high levels of quality assurance to support the rigorous requirements of the modern safety case and the ASME Boiler and Pressure Vessel Code. Part NB-2500 of the ASME BPVC requires 100% volumetric examination of pressure retaining components and attachment welds utilising suitably demonstrated ultrasonic and radiographic examination techniques respectively. The capability of the inspection technique is particularly important for thin-walled components where the typical size of manufacturing defects tend to make up a greater proportion of the wall thickness. Computed Tomography (CT) is a development of conventional radiography and makes use of computer-processed combinations of many X-ray images taken from different angles to produce cross-sectional images of specific areas of a scanned object. This technique can be used to compliment and add strength to the standard volumetric examinations; ie the detection capability for conventional radiography is often dependent on alignment of the source to defect and ultrasonic methods are more suited to targeting planar flaws. Rather than the technical challenges placed on the Non-Destructive Examination (NDE) practitioner, this paper focuses on the benefits of application of CT to thin-walled nuclear plant components from the viewpoint of the nuclear plant component Design Engineer. The CT examples presented in this paper demonstrate reliable detection of voids measuring 4% of thickness including those located at features which are difficult to examine using standard techniques. These CT examinations compliment the standard volumetric inspections and provide high confidence that the component is free of structurally significant defects.
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Akkiraju, Rama, Nitin Nayak, Robert Torok, and Juerg von Kaenel. "A practitioner's tool for enterprise risk management capability assessment." In 2010 IEEE International Conference on Service Operations and Logistics and Informatics (SOLI 2010). IEEE, 2010. http://dx.doi.org/10.1109/soli.2010.5551549.

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Silvius, A. J. G., and J. Smit. "Maturing Business and IT Alignment Capability; the Practitioner's View." In 2011 44th Hawaii International Conference on System Sciences (HICSS 2011). IEEE, 2011. http://dx.doi.org/10.1109/hicss.2011.302.

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Popham, Michael Charles, and Antony Roland Edwards. "What Lessons Can Digital Oilfield Practitioners Learn From Defence Initiatives Such As Network Enabled Capability?" In SPE Digital Energy Conference and Exhibition. Society of Petroleum Engineers, 2009. http://dx.doi.org/10.2118/123096-ms.

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Wuestenfeld, Karen S., Elizabeth M. Rogers, Elizabeth Wild, Robert Hill, and Annette Watlow. "Improving Management of Environmental and Social Impacts and Risks: Processes, Capability Development, and Tools to Help Practitioners." In SPE International Conference on Health, Safety, and Environment. Society of Petroleum Engineers, 2014. http://dx.doi.org/10.2118/168570-ms.

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Steglich, Caio, Sabrina Marczak, Rodrigo Santos, Luiz Pedro Guerra, Luiz Henrique Mosmann, Cleidson De Souza, Fernando Figueira Filho, and Marcelo Perin. "How do Technical Factors Affect Developers in Mobile Software Ecosystems." In VII Workshop on Software Visualization. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/vem.2019.7586.

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The Software Evolution area brings applications to the Mobile era in which users want to use these applications on their mobile devices. A Mobile Software Ecosystem (MSECO) is the kind of ecosystems in which developers build applications to attend the needs of mobile technologies users (e.g., Android and iOS). Literature explains that the capability to attracting and retaining people (i.e., developers and users) is essencial to MSECO sustainability, i.e., to the MSECO survive along the years. In a previous work, we conducted a literature review that identified 6 factors that may influence developers to participate in an MSECO. In this study, we present a Field Study aiming to understand how these 6 identified factors may have influenced practitioners in real life projects.
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Fang, Fan, Kai Cheng, Hui Ding, Shijin Chen, and Liang Zhao. "Sustainable Design and Analysis of CNC Machine Tools: Sustainable Design Index Based Approach and its Application Perspectives." In ASME 2016 11th International Manufacturing Science and Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/msec2016-8730.

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In recent years, a major global challenge being faced in manufacturing industry, which requires low energy consumption, low pollution, low emission, less use of non-renewable resources, excellent market competitiveness and cost control capability, better protection of occupational health and safety, excellent technical performance, is to address the associated multifaceted context in environment, economy, society and technology. Many researchers and practitioners have thus been making great efforts in sustainable manufacturing in order to take on the challenges in a comprehensive and scientific manner. As the advanced manufacturing equipment, CNC machine tools particularly their design and applications need to adapt and cope with the increasing demands for sustainability capability and features. Incorporating sustainability at the design stage of CNC machine tools is an effective measure linking to the sustainable design and analysis of machines in particular. However, there is no universally accepted design guidelines and design methodologies for sustainable CNC machine tools yet. At present, many researchers and practitioners focus on one or two specific technologies, such as reducing energy consumption and reducing pollution emissions, for the sustainable performance of CNC machine tools. The study of the comprehensive quantitative analysis for the sustainable performance is still lacking. Therefore, in this paper a sustainable design index (SDI) oriented approach is presented for the machine design and analysis within the CAD/CAE environment. It is expected to be quantitative analysis oriented and applicable to the engineering manufacture in an industrial feasible manner. This analysis model quantitatively evaluates the design scheme of machine tools in four aspects covering environment, economy, society and technology, using the Life Cycle Assessment (LCA) and the Analytic Hierarchy Process (AHP) methods. This SDI analysis model consists of an indexing system, which can fully reflect the sustainable performance of design schemes, and a synthesis algorithm which can accurately calculate the sustainable design index value based on the following criterion levels: energy consumption, pollution emissions, costs, modular design, lightweight design, security, accuracy and processing capability. To enhance the application of SDI analysis model in CAD/CAE environment, we develop a new plugin program, which has been written in Visual Basic. This program can calculate the sustainable design index value for each design schemes by using original design values and weights. Using the approach and the associated tool developed, designers can determine a more sustainable machine design scheme, and further improve the sustainable performance of the machine by applying sustainable design index (SDI) based assessment indicators. A case study shows that the sustainable design performance of design scheme B is 38.10% better than design scheme A.
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Kazmer, David, Kaushik Manek, Cybele Lotti, Rosario E. S. Bretas, and Liang Zhu. "Dimensional Tolerancing and Control in Molded Products." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42430.

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Design and manufacturing of engineered products are subject to uncontrolled variation (noise) and unknown performance behavior and/or requirements (uncertainty). Skilled practitioners currently utilize robust design and Six Sigma techniques for tolerance specification and parametric optimization to control the mean and variance of the performance characteristics. Even after several design iterations, however, the final product and process design may not be optimal and result in unacceptable performance or quality levels. This paper explores the validity of current Six Sigma practices for dimensional tolerancing and process optimization in the manufacturing of an injection molded plastic part. Specifically, the use of process capability indices and aggregate performance measures are discussed relative to the shrinkage behavior of isotactic polypropylene, i-PP. The results indicate that uncertainty and covariance between multiple part dimensions can invalidate standard practices. While current best practices may be better than completely unstructured approaches, the resulting product and process designs provide suboptimal product characteristics, broad performance distributions, and low manufacturing yields.
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Henriques, Vaughan, and Maureen Tanner. "Assessing the Association between Agile Maturity Model Levels and Perceived Project Success." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4519.

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Aim/Purpose: Given the underlying philosophy of the agile manifesto, this study investigates whether an increase in agile maturity is associated with improved perceived project success. Background: The underlying philosophy of the agile manifesto is embodied in principle one which promotes the continuous delivery of software that is deemed valuable by the customer, while principle twelve encourages continual improvement of the delivery process. This constant improvement, or maturity, is not a concept unique to agile methods and is commonly referred to as a maturity model. The most common of maturity model is the Capability Maturity Model Integrated (CMMI). However, research consensus indicates CMMI might not fully be compatible with agile implementation, specifically at higher levels of maturity without sacrificing agility. Agile maturity models (AMM), which are aligned to agile principles encourage continuous improvement while maintaining agility. Methodology: The study employs a conceptual model based on an existing agile maturity model that is related to perceived project success. Using an objectivist perspective, a quantitative method was employed to analyze the results of an online survey of agile practitioners. Contribution: The significant contribution from this research is the validation of the conceptual model relating the activities and maturity levels of the AMM as the independent variables to the dependent variable of perceived project success. Findings: The data analysis found that a significant positive correlation exists between maturity levels and perceived project success. The strongest correlation was found at the highest maturity level, with relatively weaker correlation at the lower levels of maturity. It can thus be concluded that a higher level of maturity in the AMM is positively associated with perceived project success. Recommendations for Practitioners: The study has practical implications in highlighting that performance management, requirements management, regular delivery and customer availability are key areas to focus on to establish and continually improve the success of agile implementations. This study further assists practitioners in systematically identifying the critical agile activities, such as the use of story cards, continuous delivery and the presence of a knowledgeable customer. Recommendation for Researchers: The contributions of this study for academics is the confirmation of the maturity model developed by Patel and Ramachandran (2009a). This study also shows the association between the individual activities within the maturity levels as well as the maturity levels and the perceived project success, addressing a gap in literature relating these concepts. Future Research: It would be useful to replicate this study whilst following a qualitative approach. The study could also be replicated with a sample consisting of agile project customers.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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