Academic literature on the topic 'Work-Place training'
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Journal articles on the topic "Work-Place training"
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Galloway, Greta, Pat Wilkinson, and Gavin Bissell. "Empty space or sacred place? Place and belief in social work training." Journal of Practice Teaching and Learning 8, no. 3 (December 31, 2008): 28–47. http://dx.doi.org/10.1921/175951509x478262.
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Galloway, Greta, Pat Wilkinson, and Gavin Bissell. "Empty space or sacred place? Place and belief in social work training." Journal of Practice Teaching and Learning 8, no. 3 (December 20, 2012): 28–47. http://dx.doi.org/10.1921/jpts.v8i3.380.
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This paper highlights common errors in social work students’ approaches to faith/spirituality and place whilst on field education placement. It briefly investigates the Christian conception of sacredness and space which often underpins such errors.The issue is exemplified by contrasts between Aboriginal Australian conceptions of place and spirituality and the mutually exclusive conceptions of these spaces, held by many non-Aboriginal welfare practitioners in Australia. This paper suggests some ways in which social workers, including social work students, could engage with spirituality, inclusive of geo-socio-political materiality, in their work, where appropriate, with Indigenous, migrant, refugee or colonial settler populations.The paper engages critically with literature on cultural competence in relation to issues of land, and the identity one gains from connection to land, and spirituality. This paper concludes by identifying key questions for placement students and educators seeking to respond appropriately when interfacing sacred spaces of the ‘other’.
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Wilson, Kate. "The place of child observation in social work training." Journal of Social Work Practice 6, no. 1 (March 1992): 37–47. http://dx.doi.org/10.1080/02650539208413485.
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Green, Anne E., and Richard White. "Shaped by place: young people’s decisions about education, training and work." Benefits: A Journal of Poverty and Social Justice 16, no. 3 (October 2008): 213–24. http://dx.doi.org/10.51952/oryd9468.
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This article explores the ways in which young people’s decisions about post-compulsory education, training and employment are shaped by place, drawing on case study evidence from three deprived neighbourhoods in England. It discusses the way in which place-based social networks and attachment to place influence individuals’ outlooks and how they interpret and act on the opportunities they see. While such networks and place attachment can be a source of strength in facilitating access to opportunities, they can also be a source of weakness in acting to constrain individuals to familiar choices and locations. In this way, ‘subjective’ geographies of opportunity may be much more limited than ‘objective’ geographies of opportunity. Hence it is important for policy to recognise the importance of ‘bounded horizons’.
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Karadag, Gulendam, Serap Tasdemir, Serap Kilic, and Seval Kul. "Determining Employee and #8217;s Work Place Satisfaction and Training Needs." TAF Preventive Medicine Bulletin 11, no. 6 (2012): 699. http://dx.doi.org/10.5455/pmb.1-1327051317.
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Piek, Jurgen, Michaela Bossart, Klarke Boor, Michael Halaska, Dimitrios Haidopoulos, Ignacio Zapardiel, Jacek Grabowski, et al. "The Work Place Educational Climate in Gynecological Oncology Fellowships Across Europe: The Impact of Accreditation." International Journal of Gynecologic Cancer 25, no. 1 (January 2015): 180–90. http://dx.doi.org/10.1097/igc.0000000000000323.
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BackgroundA good educational climate/environment in the workplace is essential for developing high-quality medical (sub)specialists. These data are lacking for gynecological oncology training.ObjectiveThis study aims to evaluate the educational climate in gynecological oncology training throughout Europe and the factors affecting it.MethodsA Web-based anonymous survey sent to ENYGO (European Network of Young Gynecological Oncologists) members/trainees to assess gynecological oncology training. This included sociodemographic information, details regarding training posts, and a 50-item validated Dutch Residency Educational Climate Test (D-RECT) questionnaire with 11 subscales (1–5 Likert scale) to assess the educational climate. The χ2 test was used for evaluating categorical variables, and the Mann-Whitney U (nonparametric) test was used for continuous variables between 2 independent groups. Cronbach α assessed the questionnaire reliability. Multivariable linear regression assessed the effect of variables on D-RECT outcome subscales.ResultsOne hundred nineteen gynecological oncological fellows responded. The D-RECT questionnaire was extremely reliable for assessing the educational environment in gynecological oncology (subscales’ Cronbach α, 0.82–0.96). Overall, trainees do not seem to receive adequate/effective constructive feedback during training. The overall educational climate (supervision, coaching/assessment, feedback, teamwork, interconsultant relationships, formal education, role of the tutor, patient handover, and overall consultant’s attitude) was significantly better (P = 0.001) in centers providing accredited training in comparison with centers without such accreditation. Multivariable regression indicated the main factors independently associated with a better educational climate were presence of an accredited training post and total years of training.ConclusionsThis study emphasizes the need for better feedback mechanisms and the importance of accreditation of centers for training in gynecological oncology to ensure training within higher quality clinical learning climates.
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Hassan Ibrahim, Amira, Mona Mostafa Shazly, and Nora Ahmed Abd Alla. "Effectiveness of Work place Violence Management Training Program on Job Satisfaction among Staff Nurses." Journal of Nursing Science Benha University 2, no. 2 (July 1, 2021): 776–95. http://dx.doi.org/10.21608/jnsbu.2021.194622.
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Massy-Westropp, Matthew, and Derek Rose. "The impact of manual handling training on work place injuries: a 14 year audit." Australian Health Review 27, no. 2 (2004): 80. http://dx.doi.org/10.1071/ah042720080.
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Matthew Massy-Westropp is Clinical Senior Occupational Therapist at Metropolitan Domiciliary Care Southern Region. Derek Rose is Research Officer at Metropolitan Domiciliary Care Southern RegionManual handling injuries represented both the highest costs and largest proportion of workers compensation claims for the South Australian Department of Human Services from 1995 to 1999 (Risk Management Services 2000). There is evidence to suggest the manutention method of manual handling training can reduce workplace injuries. A retrospective audit of injuries was conducted at Metropolitan Domiciliary Care Southern Region, a community health service agency, to determine the effects of introducing the manutention method of manual handling to the agency. The workers most likely to sustain a manual handling injury were paramedical aides. For this workgroup, the incidence and severity of injuries were significantly reduced for the period following the introduction of the manutention method of manual handling training.
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Birnbaum, Liora. "The Use of Mindfulness Training to Create an ‘Accompanying Place’ for Social Work Students." Social Work Education 27, no. 8 (November 3, 2008): 837–52. http://dx.doi.org/10.1080/02615470701538330.
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Bangal, Vidyadhar B. "Work place based assessment of medical interns on surgical asepsis following training in Obstetrics and Gynecology." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 6, no. 12 (November 23, 2017): 5609. http://dx.doi.org/10.18203/2320-1770.ijrcog20175290.
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Background: Internship programme for medical interns is meant to develop basic skills and to have experience in management of common illnesses and emergencies. Medical interns are often posted to the clinical disciplines, without adequate instructions on surgical asepsis and bio-safety measure. Training need was identified for interns in the subject of surgical asepsis.Methods: Hands on training programme was organized for interns that included common procedures performed by them in wards, operation theatre and labour room complex on day to day basis. A pre and post test was performed to assess the gain in knowledge by interns. Subsequently, interns were supervised by residents, nurses and faculty members in labour room, operation theatre and wards. The observations were documented, and immediate feedback was given to interns. Feedback from interns was obtained at the end of the rotation in Obstetrics and Gynecology.Results: There was significant gain in knowledge by interns following training programme. Interns adopted good aseptic precautions during their posting. Compliance to aseptic precautions was significantly more in female interns as compared to male. A demand got generated from other batches of interns in conducting similar training programme for them. Nurses, faculty members and co-ordinator of internship programme gave positive feedback about the changes observed in the batch of interns who underwent training as compared to previous batches.Conclusions: Adoption of techniques of surgical asepsis by interns was improved following training programme held at the beginning of rotation posting in Obstetrics and Gynecology. It is recommended to include the topic in internship orientation programme.
Dissertations / Theses on the topic "Work-Place training"
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Bruintjies, Dianthea. "The application of sport psychology principles in the work place." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/987.
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Lavender, P. R. S. "Volunteers in adult basic education : a study of altruism, motivation and the place of voluntary work in social policy." Thesis, University of East Anglia, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328571.
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Windram, Brian Speirs. "An Evaluation of the Professional Learning Taking Place within the Work Experience Component of the Chartered Accountancy Training Contract : The Hidden Curriculum of Work Experience." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504206.
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Short, Mary Ann. "Transfer of training : examining the relationship of supervisor, peer, and subordinate support on the transfer of leadership behaviors to the work place." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1235582180.
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Naidu, Karmen. "Learners' experiences of learnership programmes in an information technology organisation." Diss., 2019. http://hdl.handle.net/10500/26545.
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Learnerships are occupational and vocational education training programmes that have been provided to fast-track acquisition of qualifications for unemployed youth, equipping them with knowledge, skills and experience.
This research is an investigation of learners’ experiences of learnership programmes and the factors affecting the retention of the learners. More precisely, the research is about learners’ experiences of learnership programmes in an information technology (IT) organisation in South Africa.
The retention rates of learners in learnership programmes have been comparably low in recent years. In order to understand this phenomenon, one had to investigate the factors that affect such retention rates.
This is a study of the lived experiences of learners enrolled in a learnership programmes, conducted to examine their perceptions of a learnership qualification. A qualitative research approach was used to collect the lived experiences of 16 participants selected from one training provider. Semi-structured interviews were undertaken with the learners. The data collected was analysed by adopting thematic analysis and findings presented in a narrative form.
The results from both the theoretical framework and the empirical inquiry suggest that competitive remuneration, career advancement possibilities, exciting jobs and opportunity for personal development improve learner retention, whereas the lack of these attributes is seen to entail turnover.
The study was conducted in only one IT organisation and the results cannot, therefore, be generalisable throughout the IT learnership programmes. Future studies should include learners from a sizeable number of organisations and should also consider organisations in other provinces, and not those in Gauteng alone.Industrial and Organisational Psychology
M. Com. (Industrial and Organisational Psychology)
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Barradas, Felizardo José Pires de Zêzere. "Repensar a formação prática em contexto de trabalho a partir dos cursos de educação e formação de adultos: o planeamento, organização e acompanhamento." Master's thesis, 2015. http://hdl.handle.net/1822/44176.
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Relatório de estágio de mestrado em Educação (área de especialização em Formação, Trabalho e Recursos Humanos)O presente relatório é apresentado no âmbito do processo de avaliação das Unidades Curriculares de Estágio Profissional e Relatório de Estágio, e Supervisão do Estágio e do Relatório e foi desenvolvido durante o estágio académico numa entidade que tem por missão a implementação e desenvolvimento de políticas de emprego e de formação profissional. Estas unidades curriculares fazem parte integrante do conjunto de unidades que constituem o plano curricular do Mestrado em Educação, especialização em formação, trabalho e recursos humanos do Instituto de Educação da Universidade do Minho. O tema é alusivo à Formação Prática em Contexto de Trabalho que é uma componente formativa transversal aos diversos referenciais de formação dos cursos EFA de nível básico 3 (EFA B3), secundário (EFA NS), entre outras modalidades de formação disponibilizadas pela Agência Nacional das Qualificações e Emprego Público (ANQ,EP). Desta componente formativa decorre uma relação entre os formandos que frequentam ações de formação de Educação e Formação de Adultos nas variadíssimas áreas profissionais, os profissionais de formação envolvidos nos processos formativos, e as empresas, designadas Entidades Enquadradoras. Os objetivos desta componente de formação serão descritos ao longo deste trabalho, contudo, fica a ideia de que a Formação Prática em Contexto de Trabalho decorre em ambiente empresarial, desenvolvendo-se num espaço de aprendizagem e de aproximação à realidade laboral. Daremos conta de como se articula a Componente de Formação Prática em Contexto de Trabalho com os diversos intervenientes no processo e a legislação, e os diversos normativos em vigor. Procuraremos indagar se os resultados empíricos obtidos se coadunam com as perspetivas de eficiência e eficácia que estiveram na génese desta componente formativa.
This report covers the modules / curriculum units of Internship and Internship Report and Supervision of Internship and Report, and it was developed during the academic training in an institution whose mission is the implementation and development of vocational training and adult education and skills, as part of employment policies. These modules / curriculum units are part of the set of units that make up the curriculum of the Masters in Education, specializing in Training, Work and Human Resources, of the Institute of Education, University of Minho. The theme is related to the practical training in the work place, that is a cross-sector and cross-curriculum component of the several apprenticeship frameworks for Adult Education courses, both Key Stage 3 (EFA B3) and Secondary (EFA NS), among other forms of training provided by the National Agency of Qualifications and Public Employment (ANQ, EP). From this particular component derives the relationship among those attending the apprenticeship programmes / programs, the training providers and employers, designated as Framing Entities. The aims of this training component will be described throughout this report; however, hereby is its core feature: the practical training in the work place takes place in a business environment, bringing learning nearer to the demands of the job market. We will show how the practical training in the work place articulates with the several other parts in the apprenticeship programmes / programs as well as with the specific legislation. We seek to inquire whether the empirical results are consistent with the prospects of efficiency and effectiveness that were at the root of this training component.
Books on the topic "Work-Place training"
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Glaser, Jane R. Museums: A place to work : planning museum careers. London: Routledge, 1996.
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Erlicher, L. Learning linked to work: The place of transfer and transferable skills in work-based learning : casestudies [sic] in Italy, the Netherlands and the United Kingdom. Amsterdam: SCO-Kohnstamm, 1995.
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Cleave, Peter. Culture in the work place: The culture of the person and the culture of the place : a book of exercises. Palmerston, North, N.Z: Campus Press, 2008.
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Robertson, Clive. A place of learning - a place for learning: The university as a source of work-based learning and personal development opportunities for administrative, professional, technical and clerical staff. [London]: Employment Department, 1995.
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Kennedy, Clifford W. Inspection and gaging: A training manual and reference work that discusses the place of inspection in industry ... 6th ed. New York, N.Y: Industrial Press, 1987.
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Thurman, Joseph E. Higher productivity and a better place to work: Practical ideas for owners and managers of small and medium-sized industrial enterprises. Geneva: International Labour Office, 1988.
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Hawes, Bernard William Varney. Verification of work-place assessment: Cost indicators and organisational implications : an investigation funded by the Employment Department Training Agency into the cost indicators and organisational problems associated with the verification of assessments carried out at the work-place through a devolved system of accreditation. [Sheffield]: Training Agency, Standards Methodology Unit, 1990.
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Pavlenok, Petr. Methodology and theory of social work. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/1018192.
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The textbook discusses the methodological and theoretical foundations of social work. The problems of scientific identification of social work, theoretical problems of social work as a social phenomenon and the basis of educational and professional practice, the main scientific concepts and their place in the system of social Sciences, methods of theoretical research in social work, as well as the problems of the relationship of social work and social policy, management problems in social work.
Meets the requirements of the Federal state educational standards of higher education of the last generation.
It is intended for students of higher educational institutions studying in the direction of training 39.04.02 "Social work", degree (qualification) "master". It can be recommended to teachers, graduate students, practical social workers and anyone interested in this issue.
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Mishenin, Sergey. Information and analytical work. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/987953.
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In the textbook the basic concepts concerning the organization and technology of information work of the student-historian are considered. It includes four sections: the first determines the place of the course's problems in the process of historical knowledge; the second tracks the principal features of facts, sources and research, which can potentially be the sphere of historical research; the third introduces the reader to the principles, conceptual apparatus, laws, methods and judgments as means of knowledge.; the fourth introduces the experience of constructing the text of the study, which sums up a certain result of the work done and allows you to " translate the process of learning a new state of relative knowledge."
Meets the requirements of the Federal state educational standards of higher education of the last generation.
It is intended for undergraduate students studying the discipline "Information and analytical work". It can be useful to persons preparing for admission to the master's degree in the areas of training "History" and "International relations", as well as all those interested in working with documents and other media.
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Boffo, Vanna, Sabina Falconi, and Tamara Zappaterra, eds. Per una formazione al lavoro. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-304-5.
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The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relationship between disability and job placement. As well as proposing an interdisciplinary and multifaceted reflection on a definitely innovative topic, the intention is to emphasize the central place of work in the lives of all people and the role that suitable education and training plays in constructing the adult identity. Care for the place where the job training is carried out, as well as attention to the relationships and actions pursued by the workers undertaking to develop job placement programmes, are central dimensions for the construction of a renewed culture of inclusion, citizenship and social and personal recognition.
Book chapters on the topic "Work-Place training"
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Wilkinson, Lena Mae, and Margaret Cox. "The Effects of IT-Based Training on Employees Uptake of New Technologies in the Work-Place." In E-Training Practices for Professional Organizations, 37–44. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-23572-8_5.
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Iqbal, Mohammed Ismail, Ibrahim Alrajawy, and Osama Issac. "Human Attitude Improvement at Work Place in Oil and Gas Industry Through Training a Proposed Model for Accident Reduction." In Advances in Construction Safety, 297–307. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4001-9_26.
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Wendo, Charles. "Science communication skills for water coverage. Case study: IHE-SciDev training." In Water conflicts and cooperation: a media handbook, 43–48. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247954.0010.
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Abstract In May 2017, a workshop was held in Cairo, Egypt, to explore ways in which researchers doing research on topics related to the Nile Basin can work with journalists, aiming for better communication of science through media. The workshop hosted 40 participants, including communication specialists, scientists, academics, policy makers and NGOs' representatives from Egypt, Ethiopia, Sudan and international organizations. The workshop concluded that researchers and journalists needed more training in communicating and reporting science. In this respect, IHE Delft Institute partnered with SciDev.Net to develop and run an online course, 'Science Communication Skills for Water Cooperation and Diplomacy', which is described in this chapter. The main objective of the online course that took place between October 2018 and March 2019 was to build the capacity of scientists to engage with the media and effectively communicate science, and to deal with the River Nile as a vehicle of cooperation and development rather than conflict. Overall, the course had largely met the desired objectives. Most respondents greatly appreciated practical exercises, especially those on writing a press release and designing a communication strategy. The training platform was accessible and easy to use for most participants. However, there were areas that did not work as expected, most notably the length of the course.
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Corneliussen, Hilde G. "The Unsolved Mystery of the Gender Imbalance in IT." In Reconstructions of Gender and Information Technology, 21–39. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5187-1_2.
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AbstractWomen are underrepresented in information technology (IT) education and work across the western world. This chapter contextualizes the topic of the book by revisiting research literature about girls’ and women’s participation in IT. Among the widely recognized barriers are gender stereotypes and gender structures in IT education and work. The chapter further reviews studies into motivational factors as well as research investigating women entering IT through non-traditional training grounds. Finally, the question of why the situation has not improved faster in the Nordic countries is discussed in light of the metaphor of a Nordic gender equality paradox. This reflects a gap between theory and practice and a myth of gender equality already in place that reduces efforts to address gender inequality in technology.
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Younghusband, Eileen. "Training for Casework: Its Place in the Curriculum1." In Social Work and Social Change, 156–66. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199854-16.
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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.
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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
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Lombardo, Gabi. "Science Advisors and “Good Evidence”: A Case Study." In Research Ethics Forum, 67–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15746-2_6.
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AbstractThis chapter addresses the place of research ethics in evidence-informed policy and the role of those who are elevated to special roles to advise governments. Science advisors are one type of institutional link between scientific research and policymakers. The aim of this chapter is to discuss the role for science advisors to provide the main guarantee that the research, which provides the evidence for policymaking, is based on methodologically robust and ethically grounded scientific work. This relies on the academic training and culture of the science advisers. There is currently no forum where policymakersand academic/higher education institution (HEI) researchers can easily come together to work jointly to develop the process of continuous expert policy advice and evaluation in response to key national strategic issues. In progressing this agenda, it is critical to design effective structures to identify research demand from government and ethically sound research supply from HEIs and other sources over the long term, at least at national levels. Even more importantly, there are no declared standards in scientific policy advice, except the assumption that those who have received an academic training are assumed to be bounded by robust academic values and carry these with them into their new roles in providing scientific advice for policymaking. To explore this issue, this chapter examines the case of the International Network for Government Science Advice (INGSA). This is a gateway to the community of professional science advisers working inside governments, and to those engaged in other aspects of the production, brokerage and analysis of scientific advice, not just in the European Union (EU) but globally.
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"Training and preparation." In Museums: A Place to Work, 171–90. Routledge, 2013. http://dx.doi.org/10.4324/9780203714171-23.
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Semerci, Ali, Hafize Keser, and M. Yasar Ozden. "The Power of E-Learning." In Remote Workforce Training, 112–32. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5137-1.ch006.
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Contemporary police organizations benefit from technological advances not only for preventing and fighting crime and criminals but also for training their officers for better service. Likewise, the Turkish police organization has established an e-learning portal to enable managers to attain required managerial competencies and to learn modern policing concepts in a cost-effective training environment. This research examines the perceptions of participants who attend management-training courses conducted via e-learning. Five factors of trainees’ e-learning perceptions are examined through a combination of qualitative and quantitative methods, consisting of a questionnaire, one-to-one and focus group interviews, and observation. SPSS program and quantitative methods are used to analyze and interpret the findings. Research has indicated some positive perceptions, such as place and time flexibility, enjoyment of learning, becoming acquainted with modern learning methods and technologies, being able to participate in training without leaving work and personal life. Conducting a management-training course via e-learning is positively perceived by the majority of course participants, and they recommend e-learning for upcoming management training courses, specialized training, and professional development courses. However, research has also revealed that some technical and administrative problems affect negatively the trainees’ perceptions of e-learning. Based on the findings in this chapter, recommendations are offered for similar projects.
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Sherr, Michael E. "Why People Volunteer." In Social Work with Volunteers, 17–30. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9781933478111.003.0002.
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Abstract Although Ava, Raymond, and Duane work in different practice settings, they are each responsible for finding people who want to volunteer. Ava’s and Raymond’s professional roles involve screening, training, and assigning volunteers to work with clients at their agencies. They have each developed extensive processes for screening, training, and assigning volunteers to ensure that people are well prepared; however, their measure of success and effectiveness is determined primarily by their ability to recruit and retain volunteers. Stated differently, Ava and Raymond could have the most elaborate procedures in place for preparing volunteers, but if there are not enough people to volunteer, some women in Ava’s program may not be assigned mentors and some clients in Raymond’s program may not be paired with volunteers.
Conference papers on the topic "Work-Place training"
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KALJEVIĆ, Andrijana, Goran NIKČEVIĆ, and Dragutin GARDAŠEVIĆ. "TRAINING FOR SAFE WORK IN HIGH VOLTAGE PLANTS." In Bezbednost i zdravlje na radu sa zdravstveno-medicinskog i tehničko-bezbednosnog aspekta, ekologije i zaštite od požara. Udruženje za promociju bezbednosti i zdravlјa na radu, ekologije, zaštite od požara, fizičko tehničko obezbeđenje, zaštite od jonizujućih zračenja profesionalno izloženih lica, 2024. http://dx.doi.org/10.46793/hse24.095k.
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As a strategic issue, a general rule and a common concern of the employer and the employee, the management of safety and health at work in EPCG AD Nikšić and CEDIS, through the implementation of an integrated management system (IMS), of which the ISO 45001:2018 standard is an integral part, was adopted as a principle based on to risk management, in a way to ensure the effectiveness of safety and health at workplaces, prevention of work-related injuries and health impairments. Works in HV plants belong to the category of jobs with special working conditions and increased risk. Therefore, they prescribe strictly controlled conditions of movement, residence and work, so special attention is paid to the training of employees who service these facilities for safe work. Training and proficiency testing is carried out theoretically and practically, at the employee's place of work, in accordance with the assessment of the level of risk, dangers and hazards for the workplace to which the employee is assigned. Training for safe work is carried out in three phases, through a general, specialist and special program. For the purposes of practical training, employees are assigned a practical training instructor, a person who has professional qualifications, competences and experience in certain jobs. After successfully conducted theoretical and practical training, and with the aim of independent performance of work, the authorized Commission for the performance of professional work in the field of safety and health at work performs a qualification check for safe work at the employee's place of work, after which it issues a Certificate of qualification for safe work. Since the main cause of injuries at work is ignorance of the basic rules and principles of work protection in the technological process, adequately implemented training for safe work is of the greatest importance for reducing the level of risk to the lowest possible extent.
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Yusof, Ahmad Nizam Mohd, Norlela Ahmad, Nirmala, and Lishudzaimah. "Quality and effectiveness of knowledge management transfer using of Mentor-mentee Program and on Job Training in work place." In 2012 International Conference on Innovation Management and Technology Research. IEEE, 2012. http://dx.doi.org/10.1109/icimtr.2012.6236359.
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Abdushukurov, Baxtiyor. "Analysis of some military terms in the work "Qisasi Rabguzi"." In THE PLACE OF THE ANCESTORS IN THE DEVELOPMENT OF WORLD MILITARY WORK AND MILITARY ART: AS AN EXAMPLE OF LITERARY AND HISTORICAL SOURCES. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.2024.4.5/jypn7252.
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In this article, the military terms used in the work "Qisasi Rabguzi" by Nasiruddin Rabguzi, who lived in the end of the 13th century -the first half of the 14th century, are divided into thematic groups and analyzed. The military terms are analyzed in comparison with the vocabulary of the sources of the ancient Turkic language and the vocabulary ofmonuments created during the Karakhanids. Also, in the article, active usage of the system of militaryterms explained by the role of military activities in the life ofBlue Turks. We know from history that the ancient Turkic tribes and clans often directly participated in military actions, military work has a universal character for the Blue Turks, as in many nations. Moreover, training wasconsidered mandatory for every citizen, as a result of which a system of terms representing concepts related to military construction, military work and military art was created and actively used in the ancient Turkish language.
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Pourtoulidou, Despoina, and Andreas Frey. "Lessons learned during a blended training for new employees in aerospace companies." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1257.
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This research follows a previously published paper presented by Pourtoulidou and Frey which describes the conversion of a classroom-based to blended training for new employees entering aerospace companies [1]. This paper presents the lessons learned that derived from the analysis of the results after evaluating the blended training according to the participants’, subject matter experts’, and trainer’s perspectives. Prior to the training, Pourtoulidou and Frey analyzed the demands of aerospace companies and the labor market in order to develop this introductory training [1]. The classroom-based training was developed, implemented and evaluated in 2018/2019. Utilizing this evaluation, the blended training consisted of an online phase, which lasted six months and provided access to lecture videos, literature material, quizzes, forums and virtual meetings over the Moodle platform. In the middle of the online phase, a face-to-face session took place in October 2021 in which the participants worked with practical applications and associated with subject matter experts operating directly in industrial projects. The lessons learned focus on the training development for employees’ blended courses and on the specific limitations resulting from developing a joint training for entry-level aerospace engineers. The flexibility and further benefits of the training’s online phase were well received from the participants, while the opportunity to meet, work and exchange experiences in person during the training was highly appreciated. The impact of COVID-19 on participants’ experience and feedback was also visible and commented on.
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Zotov, Vlad. "Army Crew Training: Coaching with Intelligent Tutoring System (ITS)." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002694.
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The training of military crews of armoured vehicles can be enhanced by applying AI-based methods to the training drills. Defence Research and Development Canada used a Human Behaviour Representation approach to create an armoured crew simulation trainer for the Canadian Armed Forces. The Human Behaviour Representation (HBR) approach is a form of rule-based AI that applies a cognitive task analysis to derive a synthetic operator. The cognitive task analysis resulted in a Task Network Model (TNM) for each crew member of the Light Armoured Vehicle (LAV) and for the entire crew. These TNMs were inputted into a discrete event simulator to create a synthetic training environment that combines virtual and human members of the LAV crew. The training platform allows a human member of the team to interact with the synthetic crew through voice production software that was integrated with the synthetic environment.The paper presents the development of the Intelligent Tutoring System module for the LAV crew simulation platform that serves as a human instructor for conducting basic LAV drills. The paper outlines the architecture, functionality, and testing of the module. The work shows how the HBR approach can be used to develop a synthetic coach for training a military crew. The work is a step in developing and testing a general training system for small military teams. The training system will allow to conduct basic crew drills, in which a human crew member will be trained with the synthetic crew members, thus overcoming some of the obstacles that military crew training faces: a logistic difficulty to gather a full crew at the same time and place and a deficiency of qualified instructors. The paper outlines the steps for the follow-up work required to develop a generic AI-based autonomous systems for basic training of small military teams.
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-Pierre Zana, Jean. "Standards and Cross-Organization of Work: Two Useful Tools for A Prevention of Manual Handling of Patients in the Healthcare Sector." In Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100471.
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Preventive responses most often made to caregivers are too often "gestures and postures training" type to reduce these occupational hazards. Taking the party to focus on manual handling of patients (MMP), it seemed appropriate to revisit prevention measures being implemented by combining the results of international standardization and reflections on the organization of work. The approach described above has found its place in the training actions in applied ergonomics and prevention of risks related to physical activity for caregivers and their management. The objective is to convey to employees, tools for evaluation of work situations, adapted to their activity for taking into account the ergonomics for reducing the risk occurrence of MSDs. Such an approach fit into the development of working group and the cross disciplinary organizations.
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Cristescu, Robert madalin. "TRAINING FOR IMPLEMENTING E-LEARNING SYSTEMS USING HYBRID TECHNOLOGIES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-055.
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Training can be successfully achieved if some educational methods are used in order to streamline the learning process. These methods can be: discussion, demonstration and learning. Training can be successfully accomplished if there are chosen classrooms that are tooled up with tools for achieving the learning part. As far as the training for implementing e-Learning systems concerns, it can start with a discussion through which the trainer presents the way and the technologies that can be used for implementing e-Learning systems. Demonstration can be made with de help of work tools from the classroom because the trainer uses a computer or a laptop and a video projector for presenting the way in which e-Learning systems can be implemented using latest Hybrid technologies. Learning can be achieved physically in the place selected for the training, but also virtually after a person had achieved some knowledge through a training stage. For accomplishing a training phase which consists of implementing Hybrid e-Learning systems, the trainer must have a relevant experience in that field and strong knowledge of programming languages because these systems can be achieved by a certain programming language as Java programming language because Hybrid technologies belong to the Java programming language. The objectives of this training have as purpose the improvement of certain people and this can be the task of the trainer because he can have the capacity of improving people's skills (people who work in this domain) for implementing the latest e-Learning systems after this training.
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Tikhomirova, Larisa F., and Galina V. Skrigan. "On some results of training students-defectologists for health-preserving and health-forming activities." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-341-347.
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The function of preserving and strengthening the health of children occupies a special place in the activities of teachers of each educational institution. To carry out effective work on the preservation, strengthening and formation of children's health, it is necessary that the teachers themselves be ready to engage in health-preserving activities. The author notes that the most relevant and effective is the preparation of students at the university for the implementation of the function of preserving and strengthening the health of schoolchildren. The author reveals the conditions necessary to increase the level of readiness of students-defectologists for activities to preserve and strengthen the health of children.
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Messina, Michael Joseph, Simon Teves, Giulia Wally Scurati, Marina Carulli, and Francesco Ferrise. "Development of Virtual Reality Training Scenario for Avalanche Rescue." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22414.
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Abstract As the popularity of winter outdoor sports is increasing, a growing number of users are engaging in activities in uncontrolled terrain, thus training for avalanche rescue is more important than ever. Traditional training takes place through workshops and in field sessions, presenting limitations to the training availability, since they require time, organization and specific weather conditions. This is problematic since the use of transceivers to locate buried individuals is not trivial and requires practice. Virtual Reality (VR) training has shown to be effective in several fields, especially in the context of hazardous conditions and emergencies, which require decision making under time pressure and management of complex tools in uncontrolled or unsafe environments. Examples include disaster medicine, military operations, and other fields in which actions must be performed precisely in short time frame. In this work, we present the development of an immersive VR system for avalanche rescue training as a complementary tool to the traditional techniques in order to prepare the trainee for field training sessions. We discuss the definition of the system requirements, the design and implementation of the tool, and considerations regarding hardware and software. Finally, we discuss possible limitations and future development.
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Зорина, Виктория Владимировна, and Аружан Амангельдыкызы Сармалаева. "ABOUT PARTICIPATION OF STUDENTS OF TRAINING COURSES FOR FOREIGN SPECIALISTS IN OLYMPIADS IN RUSSIAN." In Поколение будущего: сборник избранных статей Международной студенческой научной конференции (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/pb191.2021.46.65.006.
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Статья посвящена актуальной проблеме изучения иностранными обучающимися русского языка. Особое место в обучении русскому языку как иностранному занимает внеаудиторная работа, включающая олимпиады и конкурсы. Представлен опыт участия слушателей курсов подготовки иностранных специалистов СибЮИ МВД России в студенческой Интернет-Олимпиаде СФУ по русскому языку. The article is devoted to the actual problem of studying the Russian language by foreign students. A special place in teaching Russian as a foreign language is occupied by extracurricular work, including Olympiads and competitions in Russian language teaching. The article presents the experience of participation of students of the training courses for foreign specialists of the SIBUIIA of the Ministry of Internal Affairs of Russia in the SFU student Internet Olympiad in the Russian language.
Reports on the topic "Work-Place training"
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Popov, Oleksandr O., Anna V. Iatsyshyn, Andrii V. Iatsyshyn, Valeriia O. Kovach, Volodymyr O. Artemchuk, Viktor O. Gurieiev, Yulii G. Kutsan, et al. Immersive technology for training and professional development of nuclear power plants personnel. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4631.
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Training and professional development of nuclear power plant personnel are essential components of the atomic energy industry’s successful performance. The rapid growth of virtual reality (VR) and augmented reality (AR) technologies allowed to expand their scope and caused the need for various studies and experiments in terms of their application and effectiveness. Therefore, this publication studies the peculiarities of the application of VR and AR technologies for the training and professional development of personnel of nuclear power plants. The research and experiments on various aspects of VR and AR applications for specialists’ training in multiple fields have recently started. The analysis of international experience regarding the technologies application has shown that powerful companies and large companies have long used VR and AR in the industries they function. The paper analyzes the examples and trends of the application of VR technologies for nuclear power plants. It is determined that VR and AR’s economic efficiency for atomic power plants is achieved by eliminating design errors before starting the construction phase; reducing the cost and time expenditures for staff travel and staff training; increasing industrial safety, and increasing management efficiency. VR and AR technologies for nuclear power plants are successfully used in the following areas: modeling various atomic energy processes; construction of nuclear power plants; staff training and development; operation, repair, and maintenance of nuclear power plant equipment; presentation of activities and equipment. Peculiarities of application of VR and AR technologies for training of future specialists and advanced training of nuclear power plant personnel are analyzed. Staff training and professional development using VR and AR technologies take place in close to real-world conditions that are safe for participants and equipment. Applying VR and AR at nuclear power plants can increase efficiency: to work out the order of actions in the emergency mode; to optimize the temporary cost of urgent repairs; to test of dismantling/installation of elements of the equipment; to identify weaknesses in the work of individual pieces of equipment and the working complex as a whole. The trends in the application of VR and AR technologies for the popularization of professions in nuclear energy among children and youth are outlined. Due to VR and AR technologies, the issues of “nuclear energy safety” have gained new importance both for the personnel of nuclear power plants and for the training of future specialists in the energy sector. Using VR and AR to acquaint children and young people with atomic energy in a playful way, it becomes possible to inform about the peculiarities of the nuclear industry’s functioning and increase industry professions’ prestige.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.
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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Marienko, Maiia V., Yulia H. Nosenko, and Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4418.
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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.
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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.
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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
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Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
Full textAbstract:
Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
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Böhm, Franziska, Ingrid Jerve Ramsøy, and Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.
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As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
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Moro, Leben, and Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.045.
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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.
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In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.
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Playing the long game: Experimenting Smart Specialisation in the Basque Country 2016-2019. Universidad de Deusto, 2019. http://dx.doi.org/10.18543/ajzo9759.
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Smart specialization strategies (RIS3) represent arguably the most ambitious regional innovation policy ever launched in the EU and as such have posed a major challenge for governments. While developing a smart specialization strategy has not been an entirely new adventure for the Basque Country, which has consistently pursued an industrial strategy over more than thirty years, there is enough novelty in the RIS3 process to pose a challenge even for mature regional innovation policy systems. This report builds on previous analysis of the early implementation of the Basque Country RIS3 (Aranguren et al, 2016) to explore how the processes initially set in motion have subsequently evolved. The focus is on the period 2016-2019 and the analysis is based on interviews with 28 key actors in the Basque RIS3 process alongside a range of other documentary sources. The analysis finds significant changes in the governance of the entrepreneurial discovery processes established in the three strategic priority areas (advanced manufacturing, energy and bio-health) and four opportunity niches (ecosystems, food, urban habitat and creative and cultural industries). These are materializing in changes in the actors engaged and the strategies pursued, and they lead to six core conclusions that might form the basis for recommendations for the future. In line with a ‘living strategy’, a new configuration of priorities is emerging There is an increasing horizontalization taking place, built on cross-cutting concern for internationalization, skills, new business models and entrepreneurship Engaging SMEs remains a huge challenge, and Basque experience points to key roles for cluster associations, local development agencies and vocational training centres The integration of social challenges (and civil society) remains a key challenge, and might take inspiration from Agenda 2030 and from transformative innovation policy or mission-oriented policy approaches There is a specific need for larger, more integrated projects, which will require further adaption of the implementation and policy mix There is need to work on the voice of regions within EU decision-making dynamics and to strengthen coordination across regional initiatives The evolution of the entrepreneurial discovery process observed in the Basque Country sheds light on some of the key issues with the ongoing development of RIS3 across Europe. These include the nature of their experimentalist polity, the further reform of regional research and innovation systems, the rising status of monitoring and evaluation as a strategic diagnostic tool, and the need to re-enforce synergies between EU policy instruments and across EU regions.