Academic literature on the topic 'Short-term co-operative learning structures'
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Journal articles on the topic "Short-term co-operative learning structures"
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Rackow, Beth W., M. Jonathon Solnik, Frank F. Tu, Sangeeta Senapati, Kristen E. Pozolo, and Hongyan Du. "Deliberate Practice Improves Obstetrics and Gynecology Residents' Hysteroscopy Skills." Journal of Graduate Medical Education 4, no. 3 (September 1, 2012): 329–34. http://dx.doi.org/10.4300/jgme-d-11-00077.1.
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Abstract Introduction Development of surgical skills is an integral component of residency education in obstetrics and gynecology. Objective We report data from a supervised, deliberate, dry lab practice in hysteroscopy for junior obstetrics-gynecology residents, undertaken to evaluate whether simulation training improved hysteroscopy performance to a skill level similar to that of senior residents. Methods A prospective, comparative, multicenter trial compared Objective Structured Assessment Of Technical Skills (OSATS) performance of 2 groups: 19 postgraduate year (PGY)-1 and PGY-2 and 18 PGY-3 and PGY-4 Ob-Gyn residents. PGY-1 and PGY-2 participants underwent 4 sessions of brief, deliberate, focused training in hysteroscope assembly and operative hysteroscopic polypectomy using uterine models. Subsequently, all participants completed a simulated hysteroscopic polypectomy OSATS, and procedure times and structured assessment scores were compared among groups. Results PGY-1 and PGY-2 residents who had completed OSATS training performed at or above the level of untrained PGY-3 and PGY-4 residents. Junior residents had better assembly times and scores, resection scores, and global skills scores (P < .05). Resection times did not differ between groups but differed among institutions. Discussion Brief, hands-on training sessions, which were task-specific and repetitive facilitated short-term gains in learning operative hysteroscopy and increased the dry lab skill level of junior residents compared to that of senior residents. This curriculum was effectively implemented at 3 institutions and generated comparable results, suggesting generalizability.
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Sanchez Bengoa, Dolores, Stephane Ganassali, Hans Ruediger Kaufmann, Arto Rajala, Italo Trevisan, Johan van Berkel, Katrin Zulauf, and Ralf Wagner. "Shared experiences and awareness from learning in a student multicultural environment." Journal of International Education in Business 11, no. 1 (May 8, 2018): 27–42. http://dx.doi.org/10.1108/jieb-01-2017-0006.
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Purpose This paper aims to analyze the skills and attitudes development of multicultural teams. In todays’ environment, business interconnectivity and multicultural societies are becoming the normal way of living. Although students are increasingly facing multicultural learning environments, their awareness and willingness or harmonious and productive learning in these environments need to be prepared for in a systematic manner. Therefore, it is necessary that the students are conscious of their commonalities and differences with other students to gain cultural competence. Students’ progress in developing their cultural intelligence is determined by co-operative social skills and the amount of interactions in a multicultural environment. Design/methodology/approach The research was conducted using a quantitative methodology. The questionnaire development roots in a students’ self-assessment scheme proposed by Armstrong (Wharton School, University of Pennsylvania) covering the progress made during the participation in an intercultural project. Findings The research findings relate to attitudes toward developing and sharing knowledge, stress, learning and task orientation, intercultural communication and cultural awareness skills related to the impacts of culture on the different ways of learning when working in multicultural teams. The study confirmed that knowledge gains and competence progress are higher in international teams compared to national teams. Research limitations/implications To provide for better differentiation as to the student profile, e.g., nationality, cultural categories, a larger sample size is suggested. Practical implications The study might be seen as a road map for universities and international companies alike for imparting cognitive, affective and behavioral competencies. Originality/value This study complements previous studies investigating the phenomenon of stress with multi-cultural complexity in more long-term durations. It implies stress factors to appear also in short-term multi-cultural exposures.
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Veronica, Makuvaro, Ngara Rosemary, and Magwa Simuforosa. "Barriers to effective learning by university students on work related learning: A case study of Gweru urban area in the Midlands Province of Zimbabwe." JOURNAL OF SOCIAL SCIENCE RESEARCH 7, no. 1 (March 28, 2015): 1250–60. http://dx.doi.org/10.24297/jssr.v7i1.6635.
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Work Related Learning (WRL) provides a platform for students to link theory and practice. Universities in Zimbabwe have WRL as part of their curricula and whilst some universities refer this programme to as "student attachment", others have adopted the term WRL. The period of student placement at work places may differ among universities. There has however, been a general move from short term periods to longer periods of attachment. When effectively carried out, WRL can benefit students, academic staff / institutions as well as the employer. The aim of this study was to identify barriers to effective learning of students on WRL. A case study was conducted with students on WRL in Gweru urban area. A questionnaire was administered to 50 students who were at 15 different workplaces during the period May-June 2014. Semi-structured interviews were also conducted with a total of eight co-ordinators of the WRL programmesat the Midlands State University in Gweru and supervisors at 12 randomly selected workplaces where students were seconded for the WRL programme. Problems encountered by students on WRL include delays in securing places for attachment, lack of financial incentives to meet basic requirements and limited access to Information Technology and Communication. The study recommends that Universities revisit their WRL programmes to address existing conditions, particularly those of large student numbers and a dwindling industrial base. Policies which permit effective placement and learning of students on WRL at both private and public work-places should also be put in place.
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Schiavina, Riccardo, Marco Borghesi, Hussam Dababneh, Martina Sofia Rossi, Cristian Vincenzo Pultrone, Valerio Vagnoni, Francesco Chessa, et al. "The impact of a structured intensive modular training in the learning curve of robot assisted radical prostatectomy." Archivio Italiano di Urologia e Andrologia 90, no. 1 (March 31, 2018): 1. http://dx.doi.org/10.4081/aiua.2018.1.1.
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Aim: The success of Robot Assisted Laparoscopic Prostatectomy (RALP) is mainly due to his relatively short learning curve. Twenty cases are needed to reach a “4 hours-proficiency”. However, to achieve optimal functional outcomes such as urinary continence and potency recovery may require more experience. We aim to report the perioperative and early functional outcomes of patients undergoing RALP, after a structured modular training program. Methods: A surgeon with no previous laparoscopic or robotic experience attained a 3 month modular training including: a) e-learning; b) assistance and training to the operating table; c) dry console training; d) step by step in vivo modular training performing 40 surgical steps in increasing difficulty, under the supervision of an experienced mentor. Demographics, intraoperative and postoperative functional outcomes were recorded after his first 120 procedures, considering four groups of 30 cases. Results: All procedures were completed successfully without conversion to open approach. Overall 19 (15%) post operative complications were observed and 84% were graded as minor (Clavien I-II). Overall operative time and console time gradually decreased during the learning curve, with statistical significance in favour of Group 4. The overall continence rate at 1 and 3 months was 74% and 87% respectively with a significant improvement in continence rate throughout the four groups (p = 0.04). Considering those patients submitted to nerve-sparing procedure we found a significant increase in potency recovery over the four groups (p = 0.04) with the higher potency recovery rate up to 80% in the last 30 cases. Conclusions: Optimal perioperative and functional outcomes have been attained since early phase of the learning curve after an intensive structured modular training and less than 100 consecutive procedures seem needed in order to achieve optimal urinary continence and erectile function recovery.
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Nelson, Tamara Holmlund, David Slavit, Mart Perkins, and Tom Hathorn. "A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities." Teachers College Record: The Voice of Scholarship in Education 110, no. 6 (June 2008): 1269–303. http://dx.doi.org/10.1177/016146810811000601.
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Background/Context The type of professional development provided for teachers has been undergoing change from a one-time workshop approach to a more embedded, long-term, reflective, and collaborative structure. Although findings on the impact of new forms of professional development (PD) are beginning to emerge in the literature, there is little research on the professional development of those who design and support these PD efforts. Purpose/Focus of Study To better understand how to support secondary teachers’ engagement in collaborative inquiry, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. This research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers’ support of teachers’ engagement in a collaborative inquiry cycle. Research Design A narrative case study design was used to examine the evolution of the professional development group from its inception in March 2004 through December 2005, halfway through the project's duration. The particular timeframe was targeted to explore the developmental phase of the group and critical decisions that shaped the group structure and direction. Data Collection and Analysis Traditional qualitative data sources were collected and analyzed in the construction of the narrative, including interviews with the professional developers, archived documents, and video and audio recordings of meetings. Conclusions/Recommendations The PD group's focus on how to foster and sustain a culture of collaborative inquiry provides insights into the structures and processes that support this kind of collaborative endeavor. Assuming an inquiry stance toward the work was challenged by the ongoing business of implementing a large-scale project and the demands of people's other work in school districts and universities. Difficulties related to communication between and during meetings also occurred. An explicit reliance on collaborative norms and explicitly using processes such as dialogue structured by protocols, distributing leadership responsibilities, and co-constructing an inquiry focus based on data analysis helped the group develop and maintain an inquiry stance. These findings inform the support of teachers undertaking collaborative inquiry for professional growth.
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Abendschein, Bryan, Chad Edwards, Autumn Edwards, Varun Rijhwani, and Jasmine Stahl. "Human-Robot Teaming Configurations: A Study of Interpersonal Communication Perceptions and Affective Learning in Higher Education." Journal of Communication Pedagogy 4 (2021): 123–32. http://dx.doi.org/10.31446/jcp.2021.1.12.
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Technology encourages collaboration in creative ways in the classroom. Specifically, social robots may offer new opportunities for greater innovation in teaching. In this study, we combined the established literature on co-teaching teams with the developing field of machine actors used in education to investigate the impressions students had of different team configurations that included both a human and a robot. Participants (N = 215, age: M = 24, SD = 8.67, range 18–69) saw one of three teams composed of a human and a social robot with different responsibilities present a short, prerecorded lecture (i.e., human as lead teacher-robot as teaching assistant, robot as lead teacher-human as teaching assistant, human and robot as co-teachers). Overall, students rated the human-led team as more appealing and having more credibility than the robot-led team. The data suggest that participants would be more likely to take a course led by a human instructor than a social robot. Previous studies have investigated machine actors in the classroom, but the current findings are unique in that they compare the individual roles and power structures of human-robot teams leading a course.
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G., Santhanamari, Deepa M., Susithra N., and Reba P. "Establishing a Constructive Mentoring Scheme for Engineering Students - A Case Study." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 303–11. http://dx.doi.org/10.16920/jeet/2022/v35is1/22044.
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The students of generation Z are more independent, technology savvy and socially connected. Even though technology has shrunk the universe and all knowledge resources seem to be just a click away, inculcating moral values, providing continuous technical guidance and psycho-social assistance for a holistic development cannot be provided by mere technological tools and the virtual world wide web. Teaching is a noble profession with no materialistic benefit and is service oriented. The teacher not only strives to create an atmosphere conducive to learning as an instructor, but also imparts the necessary skills needed for lifelong learning while playing multifaceted roles such as mentor, facilitator, motivator, guide and advisor. Mentors with technical expertise and social experience are required to steer the students in the right direction at the right time. This case study apprehends the outcome of a sequential mentoring process that is being practiced in our institution. It has greatly influenced the personal and professional development of the engineering students right from their first academic year. The end-to-end process of mentoring which encompasses an extensive induction programme, cultivation of healthy relationships through various mentoring models, sustenance of the mentor-mentee relationship, and closing the loop by facilitating the graduates contribute mentorship back to their alma mater is elucidated in this work. This structured mentoring strategy helps the students tap their latent potential and attain the personal and professional outcomes. The study highlights the importance of ‘knowing the mentee’ through a personality assessment test without judging them and thereby helping them achieve their short-term goals and long-term aspirations. This structured mentoring strategy enhanced the students’ performance in academics, active participation in co-curricular activities, both inside and outside the institution and also shaped them into a holistic individual. Such impacts were observed by collecting the student participation data and a feedback survey. Keywords—Mentoring; teacher-student relationship; induction; cultivation; redefinition.
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Sormunen, Kati. "- From inclusive practices to personal strategies." Nordic Studies in Science Education 16, no. 2 (August 13, 2020): 234. http://dx.doi.org/10.5617/nordina.8084.
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The main purpose of this doctoral thesis is to co-design and examine digitally supported inclusive practices in science learning. Inclusive practices aim to provide quality education and quality learning opportunities for all students. Inclusive practices are characterised by process-oriented development that takes into account a student’s personal abilities and needs concerning both knowledge and competencies as well as the classroom context. Since there are very few research-based models for inclusive practices, the longitudinal educational design research (EDR) project aimed to co-design digitally supported inclusive practices at the grassroots level with researchers, teachers and students. The EDR project took place during two years in a medium-sized primary school in the capital region of Finland, where inclusive education was employed as part of teacher collaboration. The participating class (44 students; 10 students with learning difficulties [LD]) had two primary teachers and one special education teacher, the defender of this thesis. The EDR consisted of four macro-cycles, which intended to increase understanding of co-designing and implementing inclusive practices in science learning. The first macro-cycle focused on exploring possibilities for using smartphone technology in a water project. In the second macro-cycle, students used the developed personal solutions and designed collaborative solutions while studying the following science-related themes: forest, human, motions and forces, and space. In the third macro-cycle, students studied Europe and Asia, plants, human and states of matter. The participants developed further both personal solutions and collaborative solutions. Finally, the fourth macro-cycle focused on one science theme, electricity, where solutions were designed for collaborative learning and especially for active participation.
The thesis is comprised of four publications that form a holistic picture of the possibilities of digital technology when considering the adaptation, use and benefits for the student both at the personal and group level. Publication I reports the results of the first macro-cycle of the EDR. Publication II discusses the benefits of using a smartphone in science learning from a student’s personal learning perspective, reflecting all four macro-cycles. Publication III describes the EDR project’s final macro-cycle, electricity project, in which students utilised personal strategies that were supported by the teacher through respectful grouping, differentiated learning tasks and a reflective discussion after lessons. Finally, Publication IV evaluates the development and implementation of the inclusive practises throughout the EDR project from the perspective of the LD students. The data was collected through video recordings of ideating sessions, questionnaires, students’ notes from the e-learning environment, the teacher’s memo and interviews; it was analysed via quantitative analysis of frequencies, qualitative content analysis and co-occurrence network analysis.
As its theoretical contribution, this thesis weaves together the two frameworks of inclusive practices in science learning. First, the digitally supported inclusive science learning supports a student’s personal learning through the differentiation of content, process and product through the use of multimodality. The teacher employs a student’s personal strategies when preparing a collaborative learning project, especially at the levels of process and product. In light of the objective of inclusion, the teacher’s support during the process should aim at giving intensified support and structured guidance in collaborative activities where students require various competences. Second, such a long-term, reflective, co-designing project supports both the use of digital technology and the development of inclusive practices. LD students benefit from a process-oriented, comprehensive, structured and reflective use of technology in their learning. Differences between students’ digital competencies bring a new element to the classroom alongside academic knowledge, both of which affirm LD students’ social status in the classroom. The thesis emphasises that a long-term co-designing project can both develop teaching practices and engage students to develop their personal learning, and hence, promote inclusive education at the grassroots level.
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Walker, Lauren E., Aseel S. Abuzour, Danushka Bollegala, Andrew Clegg, Mark Gabbay, Alan Griffiths, Cecil Kullu, et al. "The DynAIRx Project Protocol: Artificial Intelligence for dynamic prescribing optimisation and care integration in multimorbidity." Journal of Multimorbidity and Comorbidity 12 (January 2022): 263355652211454. http://dx.doi.org/10.1177/26335565221145493.
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Background Structured Medication Reviews (SMRs) are intended to help deliver the NHS Long Term Plan for medicines optimisation in people living with multiple long-term conditions and polypharmacy. It is challenging to gather the information needed for these reviews due to poor integration of health records across providers and there is little guidance on how to identify those patients most urgently requiring review. Objective To extract information from scattered clinical records on how health and medications change over time, apply interpretable artificial intelligence (AI) approaches to predict risks of poor outcomes and overlay this information on care records to inform SMRs. We will pilot this approach in primary care prescribing audit and feedback systems, and co-design future medicines optimisation decision support systems. Design DynAIRx will target potentially problematic polypharmacy in three key multimorbidity groups, namely, people with (a) mental and physical health problems, (b) four or more long-term conditions taking ten or more drugs and (c) older age and frailty. Structured clinical data will be drawn from integrated care records (general practice, hospital, and social care) covering an ∼11m population supplemented with Natural Language Processing (NLP) of unstructured clinical text. AI systems will be trained to identify patterns of conditions, medications, tests, and clinical contacts preceding adverse events in order to identify individuals who might benefit most from an SMR. Discussion By implementing and evaluating an AI-augmented visualisation of care records in an existing prescribing audit and feedback system we will create a learning system for medicines optimisation, co-designed throughout with end-users and patients.
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Tsui, Eric, and Nikolina Dragicevic. "Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation." Management & Marketing 13, no. 2 (June 1, 2018): 848–58. http://dx.doi.org/10.2478/mmcks-2018-0009.
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AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.
Dissertations / Theses on the topic "Short-term co-operative learning structures"
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(13285844), Elizabeth (Betty) Lucke. "An investigation into students' perceptions of the benefits of simple, short-term co-operative learning structures on their metacognitive skills and motivation." Thesis, 1998. https://figshare.com/articles/thesis/An_investigation_into_students_perceptions_of_the_benefits_of_simple_short-term_co-operative_learning_structures_on_their_metacognitive_skills_and_motivation/20545701.
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Research which has compared co-operative, competitive and individualistic learning environments has been prolific and has focused mostly on achievement levels, problem solving and goals and rewards. Studies specifically into co-operative learning have investigated task structures, including peer tutoring and group investigation models and, more recently, the constructed controversy model.
This study is possibly the first to examine simple, short-term co-operative learning structures and their perceived effects on metacognition and motivation. The purpose of this research was to investigate students' perceptions about the extent to which and the ways in which participating in simple, co-operative activities impacted upon their metacognitive skills and their motivation. Thirty-six students from two Year 12 English classes recorded their reflections on participating in the co-operative learning structures in their journals over a period of two weeks. The students then completed a scaled questionnaire and a survey which related to co-operative learning structures, metacognition and motivation.
Analysis of the results indicated that the students thought that they gained most metacognitive benefit from the co-operative learning structures of Think -Pair -Share and Inside -Outside -Circle and were most motivated to participate in Pairs -Compare. The findings support the proposition that future research cannot afford to dismiss the impact that some of the simpler co-operative structures appear to have on students' perceptions of their metacognition and motivation. The evidence also suggests that these simple co-operative learning structures should be differentiated in future research in order to identify their distinctive as well as common benefits.
Book chapters on the topic "Short-term co-operative learning structures"
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Chapman, Amy L. "Is Twitter for the Birds? The Young and the Restless Don’t Think So." In Palgrave Studies in Educational Media, 17–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_2.
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AbstractThis chapter addresses the relevance and identifies the affordances of social media for civic education. Most people use social media, including nearly all young people (Pew, 2018; Pew, 2015). Social media also functions as a place of civic participation and has affordances which support online and offline civic learning and engagement. Social media users are co-creators and co-curators of content, making social media an active and interactive space. Social media can disrupt or support hegemonic structures, maintaining or challenging power. In short, social media is where people, particularly youth and people in power, are, and it is a space in which to practice civic skills in vivo.
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Wang, Di. "Reinforcement Learning for Combinatorial Optimization." In Encyclopedia of Data Science and Machine Learning, 2857–71. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9220-5.ch170.
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Combinatorial optimization (CO) problems have many important application domains, including social networks, manufacturing, and transportation. However, as an NP-hard problem, the traditional CO problem-solvers require domain knowledge and hand-crafted heuristics. Facing big data challenges, can we solve these challenging problems with a learning structure within a short time? This article will demonstrate how to solve the combinatorial optimization problems with the deep reinforcement learning (DRL) method. Reinforcement learning (RL) is a subfield of machine learning (ML) that learns the optimal policy over time. Building on Markov decision process, RL has the solid theoretical foundation to obtain the optimal solution. Once parameters of DRL are trained, a new problem case can be solved quickly. Moreover, DRL learns the optimal solution without labels by maximizing the accumulative discounted reward received from the environment. This article will discuss three typical CO problems and present the advantages of DRL over other traditional methods.
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Barrett, James, and Stefan Gelfgren. "Learning Places." In Multi-User Virtual Environments for the Classroom, 31–46. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-545-2.ch003.
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The chapter, based on a set of developed teaching scenarios, discusses how virtual worlds, in particular Second Life, can be used in student centered pedagogy; intertwining theory and practice, emphasizing process-thinking, critical perspectives, and strengthen the confidence and independence of the student. Drawing upon experiences from traditional education, Web 2.0-tools, and problem based pedagogy grounded in project work, social media, engineering, and digital humanities, this chapter presents a pedagogy based upon the concepts of participatory culture, and co-creation on the part of students in the learning process. The authors have been involved in developing the core curriculum for a term-long (four month) course for Museum Studies. A problem based, student centered pedagogy is both integrated and contrasted with traditional classroom settings, that are also part of the planning, implementation, and assessment stages of the course. Based upon the practical experience of conducting this course, the article critically discusses ICT and problem oriented learning on a general level – including the benefits and disadvantages for the student and for the teachers. How this approach to learning, from the experiences in virtual worlds, can fit in to the established structure of learning goals, lectures, examination, and assessment is questioned in the chapter, based on the experiences gathered from teaching the course.
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"The construction of mathematical knowledge Schema construction: the three modes of building and testing. Mode 1: the importance of structured practical activities. Mode 2: the value of co- operative learning. Mode 3: creativity in the learning of mathematics. Schemas and long-term learning. Implications for teaching. Schemas and the enjoyment of learning. Summary. Suggested activities for readers." In Mathematics in the Primary School, 78–95. Routledge, 2002. http://dx.doi.org/10.4324/9780203403891-11.
Full textConference papers on the topic "Short-term co-operative learning structures"
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Niu, Yue, and Hongjie Zhang. "A Self-Aggregated Hierarchical Topic Model for Short Texts." In 2nd International Conference on Machine Learning, IOT and Blockchain (MLIOB 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111212.
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With the growth of the internet, short texts such as tweets from Twitter, news titles from the RSS, or comments from Amazon have become very prevalent. Many tasks need to retrieve information hidden from the content of short texts. So ontology learning methods are proposed for retrieving structured information. Topic hierarchy is a typical ontology that consists of concepts and taxonomy relations between concepts. Current hierarchical topic models are not specially designed for short texts. These methods use word co-occurrence to construct concepts and general-special word relations to construct taxonomy topics. But in short texts, word cooccurrence is sparse and lacking general-special word relations. To overcome this two problems and provide an interpretable result, we designed a hierarchical topic model which aggregates short texts into long documents and constructing topics and relations. Because long documents add additional semantic information, our model can avoid the sparsity of word cooccurrence. In experiments, we measured the quality of concepts by topic coherence metric on four real-world short texts corpus. The result showed that our topic hierarchy is more interpretable than other methods.
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Laraia, Michele. "Achievements and Current Issues in Decommissioning of Research Reactors." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4634.
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Although the state-of-the-art technology for decommissioning nuclear research reactors is probably adequate to cope with most difficulties associated with the dismantling of such facilities, it is generally imperative to improve, adapt or optimise technologies for the specific needs of the reactor to be dismantled. Learning from others rather than re-inventing the wheel makes sense in today’s globalisation context. This approach is expected to match the needs of many developing countries. The objective of the IAEA’s Co-ordinated Research Project (CRP) on Decommissioning Techniques for Research Reactors was to promote the exchange of information on the practical experience gained by Member States in decommissioning or operation, maintenance, and refurbishment activities which would be eventually related to the decommissioning of research reactors. Special emphasis was given to the development/adaptation of methods and approaches for optimisation of the decommissioning process. Fourteen institutions from thirteen Member States of the IAEA took part in this CRP that lasted from 1997 to 2002. It is felt that the IAEA project succeeded in transferring information and know-how from active decommissioning projects to those planning for decommissioning. It is also expected that this project will draw Member States’ attention to the need for timely planning for and implementation of decommissioning. In some Member States there are research reactors that are kept in an extended state of shutdown, pending decisions on continued operation, extensive refurbishment or decommissioning. This situation — which frequently lasts for many years — weighs heavily on staff morale and motivation, state resources, entails deterioration of structures and components, and may in the longer term have very serious safety implications. The IAEA project is expected to offer the Member States the opportunity of considering financial and other impacts of decommissioning research reactors, so that decommissioning actions can be initiated without undue delay. Aspects such as fuel and waste management and provisions for other technical, administrative and financial resources require timely preparation.
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Schwab, Matthias, Adéla Moravová, Christoph Angermann, Steinbjörn Jónsson, Christian Laubichler, Constantin Kiesling, and Markus Haltmeier. "Deep Learning for Surface Assessment of Cylinder Liners in Large Internal Combustion Engines." In ASME 2022 ICE Forward Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/icef2022-89893.
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Abstract As digitalization advances, improvements in technology have made it easier to conduct condition assessment of key components of large internal combustion engines such as cylinder liners. Due to their movement relative to the piston, the inner surfaces of the liners are subject to constant wear, and it is critical that the engine operator is informed in advance of any imminent damage. This study deals with wear assessment for cylinder liners from Type 6 gas engines from INNIO Jenbacher GmbH & Co OG with a cylinder displacement of approximately 6 dm3. Currently, wear quantification with this type of liner requires high-resolution microscopic surface depth measurements. The depth maps of the surface are then used for further analysis of the liner surface topography. To perform these microscopic measurements, the liners must be disassembled, cleaned and cut into segments, which is a major drawback of the current measurement process. Since the cylinder liners examined can no longer be used even if no major wear is detected, the main goal of the research presented here is to develop a method that is able to predict the depth map of a liner from a single RGB reflection image, i.e., a color image with no direct depth information. In recent years, depth map prediction from RGB images has become a vital part of image analysis in various fields such as the automotive industry, gaming and robotics. However, only a few studies deal with depth map predictions on a microscopic scale. For this study, both RGB and depth images of the cylinder liner surface with pixel-wise alignment are obtained with the help of the same confocal microscope. This data set contains 740 pairs of high-resolution microscopic depth and RGB reflection images capturing a roughly 2 × 2 mm area. As there are no landmarks, the depth of the surface is measured relative to the core of the profile. This is a main difference to most other studies, which mainly focus on absolute depth measurements. First, the physical connection between the depth and the reflection images is investigated and described mathematically. This theoretical model provides good insight into how the information about the structure of the surface contained in the RGB image can be separated from other influencing factors such as lighting condition or color. Next, a deep learning framework is proposed to estimate the liner depth profiles from the RGB reflection images. A convolutional neural network is trained in a supervised manner to learn the correspondence between RGB and depth images. Using the physical model obtained in the first step, an RGB image is reconstructed from the predicted depth map. To ensure the physical plausibility of the model’s predictions, the similarity between the RGB input and the corresponding reconstruction is enforced by a reconstruction term. The proposed machine learning approach is comprehensively evaluated using meaningful distance measures between depth predictions and corresponding ground truth profiles. The results show that the proposed method is able to predict the depth profiles of the cylinder liners very accurately, indicating the great potential for engine liner wear assessment using microscopic RGB images.