Gotowe bibliografie tematyczne / Education, Dental, Continuing penn

Gotowa bibliografia na temat „Education, Dental, Continuing penn”

Autor: Grafiati

Data publikacji: 25 lipca 2024

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Artykuły w czasopismach
Rozprawy doktorskie
Książki
Streszczenia konferencji
Raporty organizacyjne

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Education, Dental, Continuing penn”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Education, Dental, Continuing penn"

Hecker, Anne. "Continuing Dental Education". Journal of the American Dental Association 122, nr 10 (październik 1991): 10. http://dx.doi.org/10.14219/jada.archive.1991.0287.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Trager, Peter S. "CONTINUING DENTAL EDUCATION". Journal of the American Dental Association 138, nr 6 (czerwiec 2007): 708. http://dx.doi.org/10.14219/jada.archive.2007.0246.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

World Dental Federation, FDI. "Continuing Dental Education". International Dental Journal 68, nr 1 (luty 2018): 12–13. http://dx.doi.org/10.1111/idj.12370.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Sivapathasundharam, B. "Continuing dental education". Indian Journal of Dental Research 20, nr 4 (2009): 393. http://dx.doi.org/10.4103/0970-9290.59427.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

SCHLEYER, TITUS K. L., i TUAN PHAM. "ONLINE CONTINUING DENTAL EDUCATION". Journal of the American Dental Association 130, nr 6 (czerwiec 1999): 848–54. http://dx.doi.org/10.14219/jada.archive.1999.0310.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Hunter, Sally. "DCP education: a continuing evolution". Bulletin of the Royal College of Surgeons of England 92, nr 10 (1.11.2010): 362. http://dx.doi.org/10.1308/147363510x538248.

Pełny tekst źródła

Streszczenie:

It is now two years since it became mandatory for all dental care professionals (DCPs) to be registered with the General Dental Council (GDC). Registration has given DCPs a new professional status and with that have come both responsibilities and opportunities. To reflect these developments, the Faculty of General Dental Practice (UK) (FGDP(UK)) aims to take a team approach to support the highest standards of patient care. However, the dental profession is fast evolving and the FGDP(UK) must evolve with it in order to continue to meet the needs of the dental team.

Style APA, Harvard, Vancouver, ISO itp.

Walmsley, A. D., i J. W. Frame. "Continuing education of general dental practitioners". British Dental Journal 170, nr 6 (marzec 1991): 208–9. http://dx.doi.org/10.1038/sj.bdj.4807470.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Bartold, P. Mark. "Continuing Professional Dental Education Gains Momentum". Australian Dental Journal 56, nr 2 (30.05.2011): 111. http://dx.doi.org/10.1111/j.1834-7819.2011.01333.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

O'Neil, Edward H. "Continuing dental education in troubled times". Möbius: A Journal for Continuing Education Professionals in Health Sciences 6, nr 1 (styczeń 1986): 11–16. http://dx.doi.org/10.1002/chp.4760060105.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Sharawy, Mohamed. "Bioclinical Seminars for Undergraduate Dental Education and For Continuing Dental Education". CRANIO® 26, nr 1 (styczeń 2008): 1. http://dx.doi.org/10.1179/crn.2008.001.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Rozprawy doktorskie na temat "Education, Dental, Continuing penn"

Self, Jill L. "Continuing education in dental hygiene assessment of content and competencies /". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1390.

Pełny tekst źródła

Streszczenie:

Thesis (M.S.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains ix, 70 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 61-62).

Style APA, Harvard, Vancouver, ISO itp.

Wright-Hayes, Jane F. "Revenue generating and profitability practices of university-based continuing dental education programs". Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2414.

Pełny tekst źródła

Streszczenie:

Continuing dental education is a necessity for the dental professional. In dentistry, a profession described as a life-long learning endeavor, dental professionals are challenged with keeping up-to-date with the ever-changing scientific and technological advances of their profession. Continuing dental education plays an important role in providing dental practitioners with the opportunity to keep abreast of the latest advances in the dental industry. University-based continuing dental education programs, that provide the professional development needed by dental professionals to maintain and upgrade their skills and knowledge-base, have grown from their early origins as a primary service to dental school alumni members, to playing a pivotal role in regulating and professionalizing the dental industry as well as contributing to the financial well-being of their dental schools and universities. As educational funding continues to shrink while the cost of educating competent dental practitioners continues to rise, continuing dental education has developed revenue generating opportunities for their dental schools. This study was designed to analyze the current financial and revenue generating practices of continuing dental education units within both public and private dental schools, with a goal of providing a conceptual framework to develop a standardized financial model for determining the profitability of programs. Employing a cross-sectional survey method approach, this study obtained quantitative and qualitative data through the use of an electronic survey that was sent to both private and public dental school members of the Association for Continuing Dental Education (ACDE). The results of the findings of this study summarized data into several categories and compared the data between public versus private dental schools including the CDE unit's size, programs, revenue generation, program and unit expenses, corporate funding, net income, institutional overhead fees, gifts-in-kind, surplus revenue, and other factors considered when calculating profitability of CDE programs. These findings helped to create a framework for the development of a financial model, the Comprehensive Program Budget that may be used to more accurately project program profitability, thereby insuring that CDE units are self-sufficient and positive contributors to the financial well-being of their institutions.

Style APA, Harvard, Vancouver, ISO itp.

Rolland, Elizabeth. "Comparing dental care prescribed by private practitioners and by dental directors exposed to continuing education in evidence-based guidelines". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62933.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Daugherty-Wood, Heather Nichole. "Measuring the Impact of Cultural Competence Training for Dental Hygiene Students". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429889900.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

McGuinness, Meghan Ann. "Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1907.

Pełny tekst źródła

Streszczenie:

At a dental hygiene program within a community college in New York State, clinical instructors are hired based on their expertise as practitioners. Most clinical instructors lack a background in adult learning theory and practice, which is an issue because their students are adult learners whose average age is 26. The instructors' lack of knowledge in this area challenges their effectiveness. The purpose of this qualitative case study was to explore dental hygiene instructors' views about what kind of professional development offerings related to adult learning might help improve their teaching effectiveness. The conceptual framework for this project study was Lave and Wenger's situated learning theory. Semi-structured interviews were conducted with 8 part-time clinical instructors from the same academic department. Data were analyzed using thematic analysis. Five themes emerged from data analysis: participants' commitment to teaching, experience with students' attitudes, desire for communication, satisfaction with students' successes, and need for professional development. These findings led to the design of a professional development program that includes content on behaviorism, humanism, social cognitive theory, cognitivism, constructivism, and experiential learning theory. The goals of the program include providing clinical instructors with a background in adult learning theory and identifying ways to implement adult learning theory into clinical instruction. In potentially improving the teaching effectiveness of clinical instructors, this study may result in the better preparation of dental hygiene students and, ultimately, lead to improved patient care.

Style APA, Harvard, Vancouver, ISO itp.

Johnson, Cassandra Jean. "Perceptions of Pre-doctoral and Dental Hygiene Students Regarding Intraprofessional Education". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492611975616089.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Rocha, Patrícia Flores. "O preceptor cirurgião-dentista da atenção primária à saúde na formação em odontologia : compreensão do papel e análise das características para a preceptoria". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106846.

Pełny tekst źródła

Streszczenie:

INTRODUÇÃO: A partir das Diretrizes Curriculares Nacionais para os cursos de graduação na área da saúde, incluindo a Odontologia, as experiências curriculares passaram a contemplar o Sistema Único de Saúde (SUS). Nesse contexto de ênfase na formação a partir da integração ensino-serviço-comunidade e com a transformação dos serviços de saúde em espaços de ensino-aprendizagem, cria-se uma demanda aos profissionais dos serviços que, além de suas atividades de rotina, acompanham e orientam o aprendizado dos estudantes de graduação, atuando como preceptores. OBJETIVO: Compreender o papel do preceptor cirurgião-dentista trabalhador do SUS - Atenção Primária à Saúde (APS) - na formação em Odontologia, analisando as características para a preceptoria. METODOLOGIA: O método de investigação foi o estudo de caso, numa forma predominantemente qualitativa. A pesquisa aconteceu em Porto Alegre, Rio Grande do Sul e envolveu o curso de graduação em Odontologia da Universidade Federal do Rio Grande do Sul (UFRGS) e os serviços de APS, locais de realização do estágio curricular supervisionado do 9º semestre do curso. A coleta de dados aconteceu em três momentos: preenchimento de questionário on-line sobre o perfil dos preceptores (n= 18), entrevista (10 estudantes e 10 preceptores) e observação participante. O método de amostragem utilizado para as entrevistas foi o da saturação. As informações do questionário foram digitadas no software IBM SPSS Statistics e analisadas por meio da distribuição de frequência. A interpretação dos dados qualitativos utilizou a estratégia da análise de conteúdo de Bardin, contando com o auxílio do software ATLAS.ti. A pesquisa foi aprovada pelo Comitê de Ética em Pesquisa da Universidade. RESULTADOS: Estudantes e cirurgiões-dentistas compreendem que o papel do preceptor é o de orientar, explicar, auxiliar e ouvir o estudante em seu período de estágio curricular, inserindo-o e estimulando-o para o trabalho interdisciplinar em equipe multiprofissional de saúde. A postura do preceptor e o modo como ele se relaciona com a equipe de saúde e com os pacientes, possibilita o vínculo do estudante à equipe e o conhecimento do processo de trabalho dos diferentes profissionais nos diversos espaços de atuação da Atenção Primária. As características recomendadas para a preceptoria nos serviços de Atenção Primária contemplaram a receptividade e o acolhimento do preceptor na chegada do estudante ao serviço de saúde, o querer ser preceptor, a comunicação com o estudante e com a equipe de saúde, a flexibilidade do preceptor na conduta com o estudante e no planejamento das atividades do estágio curricular e o bom relacionamento interpessoal com estudante e equipe; também sua característica didático-pedagógica para o ensino na saúde e a atuação clínica qualificada, além de postura profissional, perfil e formação para atuação no SUS e para a preceptoria. CONSIDERAÇÕES FINAIS: A análise dos resultados encontrados possibilitou a compreensão do papel do preceptor, cirurgião-dentista do estágio curricular nos serviços de APS, na formação em Odontologia, bem como das características para a preceptoria. Recomenda-se que os achados dessa pesquisa sejam apresentados e discutidos no curso de Odontologia da UFRGS, junto a seus gestores, professores e estudantes e com os gestores dos serviços de APS do município de Porto Alegre.
INTRODUCTION: Based on the National Curriculum Guidelines for graduation courses in the health area, including the dentistry, curricular experiences now include the Unified Health System (SUS). In this context of emphasis on formation from the integration of service-learning-community and with the transformation of health care services in spaces of teaching-learning, it creates a demand for the professional services that, in addition to their routine activities, monitor and guide the learning of undergraduate students, acting as preceptors. OBJECTIVE: To understand the role of the preceptor dentist that work on SUS - in the Primary Health Care (PHC) – in the formation in dentistry, analyzing the characteristics for the preceptorship. METHODS: The method of investigation was the case study, in a predominantly qualitative form. The research took place in Porto Alegre, Rio Grande do Sul and involved the graduate dentistry course at the Federal University of Rio Grande do Sul (UFRGS) and PHC services, places of the realization of supervised curricular training in the 9th semester of the course. Data collection happened in three stages: completing a online questionnaire about the preceptors profile (n=18), interviews (10 students and 10 preceptors), and participant observation. The sampling method used for the interviews was the saturation. The information from the questionnaire were entered on IBM SPSS Statistics software and analyzed by means of frequency distribution. The interpretation of qualitative data has used the strategy of content analysis of Bardin, with the aid of ATLAS.ti software. The study was approved by the Ethics Committee in Research of the University. RESULTS: Students and dentists understand that the role of the teacher is to guide, explain, listen and assist the student in her period of curricular training, inserting it and encouraging them for interdisciplinary work in a multidisciplinary health care team. The posture of the preceptor and how it relates with the health care team and with the patients, allows the bond of the student with the team and the knowledge of the process of working from the different professionals in various spaces of action on Primary Health Care. Recommended characteristics for a preceptorship in Primary Care services contemplated the receptivity and the acceptance of the preceptor at the arrival of the student in the health care service, the want to be preceptor, the communication with the student and with the health team, the flexibility of the preceptor in the conduct with the student in planning the activities of the curricular training and the good interpersonal skills with student and the health team; also their didactic-pedagogic characteristic for teaching in health and the qualified clinical performance, as well as professional behavior, profile and training for operations in SUS and for the preceptor. FINAL REMARKS: The analysis of the results allowed understanding the role of the dentistry preceptor of the curriculum stage of PHC services, in the dentistry formation, as well as characteristic for the preceptorship. It is recommended that the research findings are presented and discussed in the UFRGS course of Dentistry, with the managers, teachers and students and with managers of PHC services in the city of Porto Alegre.

Style APA, Harvard, Vancouver, ISO itp.

Denost, Hélène. "L'évaluation des pratiques professionnelles, un espace de réflexion à la croisée de la réflexivité et de la délibération éthique : implications pédagogiques en odontologie". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB218/document.

Pełny tekst źródła

Streszczenie:

L'évaluation des pratiques professionnelles (EPP) est venue compléter les dispositifs de formation continue depuis la loi « Hôpital Patient Santé Territoire » de 2009. La question s'est alors posée de la contribution de l'évaluation des pratiques professionnelles au développement professionnel continu (DPC) en Odontologie. Répondre à cette interrogation nécessite de s'interroger sur la définition du développement professionnel continu. Ce travail de recherche aborde une réflexion double : - sur les fondements théoriques et les implications pédagogiques d'une visée réflexive de l'Évaluation des Pratiques Professionnelles en odontologie dans une perspective de développement professionnel continu ; - sur les enjeux éthiques induits dans la construction des projets pédagogiques. La loi de 2009 inscrit le développement professionnel en tant que dispositif de formation. Or en recherche pédagogique, le développement professionnel s'inscrit dans une perspective de développement des compétences et de construction identitaire du professionnel. Le mouvement pédagogique de professionnalisation de la formation en santé fait mention de compétences attendues et de pratiques réflexives. Dans les débats théoriques et politiques, il est peu question de définition de l'évaluation au-delà des exercices de qualification de « l'acte professionnel », et encore moins d'une réflexion sur la dimension éthique des démarches d'évaluation dans le processus de professionnalisation. L'absence de cadres théoriques stabilisés a conduit à une méthodologie de recherche de type inductive: un volet théorique fondé sur une stratégie d'analyse des écrits théoriques, et un volet exploratoire auprès des responsables pédagogiques de formation initiale et continue en odontologie. La synthèse des deux volets, en dépassant l'opposition théorie et pratique, suggère une relecture de la visée réflexive de l'évaluation des pratiques professionnelles, et replace la complexité d'un processus de questionnement de l'agir professionnel dans l'exercice de la normativité médicale
With the "Hospital, Patients, Health and Territories" (HPST) Act of 2009, the Evaluation of Professional Practices (EPP) has supplemented the continuing education program. It has since become important to question the contribution of the evaluation of professional practices in Continuing Professional Development (CPD), particularly in the field of Dentistry. However answering this question requires us to define continuing professional development. This research tackles two complementary aspects: first, the theoretical and pedagogical implications behind the Evaluation of Professional Practices in dentistry in a continuing professional development perspective; - and, second, the ethical issues implied in the construction of educational projects. The 2009 legislation considers professional development as a training mechanism. In educational research, however, professional development is understood as part of building the identity and skills set of the professional, whereas expected skills and reflective practices are linked to the movement of professionalization in health education. In theoretical and political debates, the notion of evaluation is overlooked or restrained to the "professional act", as well as any reflection on the ethical dimension of the evaluation procedures during the process of professionalization. The lack of established theoretical frameworks has led to an inductive type of research: a theoretical part based on analysis of theoretical writings, and an exploratory component among education officials in charge of initial and continuing education in dentistry. The synthesis of these two parts, beyond the opposition of theory and practice, suggests that a fresh look is needed in relation to the evaluation of professional practices and reflective practice, and puts the complexity of the process of questioning the professional action at the heart of the exercise of medical normativity

Style APA, Harvard, Vancouver, ISO itp.

Sandilands, Marjorie J. "Perceived continuing education needs of dentists in Alberta". 1994. http://catalog.hathitrust.org/api/volumes/oclc/46960511.html.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Wener, Mildred Emmons. "The continuing education of dental hygienists : their beliefs, attitude, and intentions". 1986. http://hdl.handle.net/1993/24265.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Książki na temat "Education, Dental, Continuing penn"

Executive, NHS Management. Postgraduate and continuing medical and dental education. Heywood: Health Publications Unit, 1991.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Education, Standing Committee on Postgraduate Medical and Dental. Monitoring postgraduate and continuing medical and dental education. London: SCOPME, 1993.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Penner, Maureen J. The application of adult education principles to continuing dental hygiene education. Toronto: M.J. Penner, 1986.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Jolyon, Oxley, i Standing Committee on Postgraduate Medical and Dental Education., red. Continuing education for the community dental service: The future. London: SCOPME, 1999.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Standing Committee on Postgraduate Medical and Dental Education. A strategy for continuing education and professional development for hospital doctors and dentists: Including the research report: Giving credit where credit is due. London: SCOPME, 1999.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Colorado. Department of Regulatory Agencies. Office of Policy, Research, and Regulatory Reform. 2014 review: Proposal for mandatory continuing education for dentists and dental hygienists. Denver, Colo.]: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2014.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Orthodontic, Educational Development Symposium (1994 Orlando Fl ). Proceedings of the Orthodontic Educational Development Symposium, April 28 and 29, 1994, Orlando, Florida. [St. Louis, Mo.]: American Association of Orthodontists, 1994.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Louisiana State University Medical Center. School of Dentistry i United States. Administration on Aging, red. Dental care for Louisiana's elderly: Continuing education for practicing dentists and others. New Orleans, La: Louisiana State University Medical Center, School of Dentistry, 1993.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Louisiana State University Medical Center. School of Dentistry. i United States. Administration on Aging., red. Dental care for Louisiana's elderly: Continuing education for practicing dentists and others. New Orleans, La: Louisiana State University Medical Center, School of Dentistry, 1993.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

J, Legett Benjamin, i Louisiana State University Medical Center. School of Dentistry., red. Dental care for Louisiana's elderly: Continuing education for practicing dentists and others. New Orleans, La: Louisiana State University Medical Center, School of Dentistry, 1989.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Streszczenia konferencji na temat "Education, Dental, Continuing penn"

Al-Thani, Shaikha Saoud, Lolwa Al-Mohannadi, Meera Al-Khulifi, Doha Elsaman, Mark David i Hebah Osama. "Complexity and Use in Building Evaluation (CUBE2): The Modular Case of the BCR Corridors at Qatar University". W Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0202.

Pełny tekst źródła

Streszczenie:

The BCR Corridors at QU are notorious for wayfinding difficulties of end-users in the building complex. These navigation problems appear to arise due to the repetitive similarity of individual parts in its modular design, highly localized impediments to readability and visibility such as shading device screens and temporary installations, and the relationship of those different parts composing the collective whole of the BCR Corridors to the immediate surrounding context of the QU campus (Figure 1). The purpose of the “Complexity and Use in Building Evaluation” research project (CUBE2: QUST-2-CENG-2019-12) is to build on the research success of the post-occupancy cluster in the first demonstration project (CUBE1: QUST-2-CENG-2018-9). It includes continuing to develop a detailed post-occupancy dataset of movement and space use in buildings at QU. The goal is to contribute positively to future design refinements, alterations, and design of new university buildings at QU. We want to help create a world-class center of education and research where space use, interaction, and innovation are tactically ‘woven’ into the design and planning of the campus at various scales of the built environment. In the CUBE1 study, Major et al. (2019) were able to graphically illustrate building program/use and movement/space use patterns. It included quantifying the relationship between movement and spatial layout, and the significance of other end-user activities such as sitting and interacting in the common areas of the QU Women’s Engineering Building. It also included identifying adaptive re-use of classrooms and storage spaces for laboratory and office uses, leading to a shortage of storage spaces in the building. There was a consistent relationship (R^2=0.68, p < 0.001) between sitting and interacting unrelated to accessibility or metric area, i.e., the availability of seating was the dominant factor for casual encounter, mostly of students. Finally, there was a weak but consistent relationship (R^2=0.38, p < 0.001) between spatial layout and movement flows using space syntax modeling when allowing for the strongly programmatic differences (classrooms versus faculty offices) in different wings of the building (Major et al., 2019) (Figure 2). The post-occupancy evaluation findings in the CUBE1 project were largely consistent with previous results of space syntax research over the last 30 years for generative layouts such as office buildings, colleges, and research laboratories. Those results include the generative role of spatial layout for movement and casual encounter in buildings, the prescriptive effects of strong programmatic aspects (in this case, classroom location and course schedules) in causing some spaces to over-perform/underperform for some types of uses, most usually movement, and the singular importance for the provision of seating to facilitate consistent and robust use of spaces whether at the building or urban level (Hillier and Penn, 1991; Hillier, 1996; Hillier et al., 1996; Major et al., 2019; Sailer et al., 2016).

Style APA, Harvard, Vancouver, ISO itp.

Machado, Fernanda Almeida, Paula Pontes Mota, Lorena Claudia de Souza Moreira i Regina Coeli Ruschel. "Template class to teach clash detection". W ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.315.

Pełny tekst źródła

Streszczenie:

BIM uses are complex specific processes in architecture, engineering, construction, and operation mediated by Building Information Modeling technologies. Several initiatives are dedicated to detailing these uses in a standardized way, enumerating and describing them in terms of scope, benefits, process maps, required competencies, associated technology, and theoretical framework. Examples of these efforts are Penn State's Computer Integrated Construction Research Program (MESSNER et al., 2019), buildingSMART (2021), and BIM Excellence Organization (SUCCAR; SALEEB; SHER, 2016). This study presents the approach to educate, evaluate and assist Model Uses using templates (Model Use Templates - MUT) of the BIM Excellence Initiative (BIMe). The BIM use is called Model Use in BIMe terminology. In three years, starting in 2021, the initiative intends to detail all the domain model uses listed by the organization (BIMe, 2020). The domain model uses are organized in the series of capture and representation, planning and design, simulation and quantification, operation and maintenance, monitoring and control of buildings and infrastructures. In terms of domain model uses, there is the linking and extending series of BIM integrated to Facility Management, interfaced with the Internet of Things, linked to Enterprise Resource Planning, etc. The initiative developed a Construction Domain Model Use Template (MUT) and applied it as a demonstration for Clash Detection or MUT 4040. This summary will describe the template, its application to Clash Detection, and guidance on how to transform it into a template class to teach Clash Detection with BIM. The MUT consists of an extended description, software list, activity flow, and bibliography. This content is available in the BIM Dictionary associated with the equivalent term (https://bimdictionary.com/en/clash-detection/1). The extended description includes the corresponding term's definition, the detailed description, purpose, and an available online media-list. The detailed description presents the different types of use (e.g., hard, soft, time-based) and benefits. The software list lists platforms and environments used in the model use development. For each platform or environment, there is a list of the vendor or developer, the corresponding technical functionality, the applicable discipline, the software description, the availability of the software in the cloud or location, differentiation of versions, the link to the official website, the model use code that the software can support, specific functionalities associated with the use and availability of a plugin or extension. The activity flow is described using a process map and details in up to 3 hierarchical levels for each macro activity. All the terminology adopted in the MUT is semantically aligned to the various projects and initiatives of BIM Excellence, bringing consistency to the meaning. In the case of MUT 4040, that is, the application of the template for the model use of Clash Detection, the short description is a “Use of the Model representing the use of 3D Models to coordinate different disciplines (e.g., structures and air-conditioning) and to identify/resolve possible conflicts between virtual elements prior to actual construction or fabrication”. The extended description presents the Clash Detection as automated or semi-automated procedures to identify design errors in 3D models, where objects occupy the same space or are too close to violating spatial restrictions. Time-based interferences are conflicts involving temporary objects that compete for the same space at the same time. The benefits are listed, for example, like better project coordination and quality; conflict reduction in the workplace; acceleration of design and delivery processes; and cost reduction through productivity increase. The available online media does not represent the entire process involved in Clash Detection and are generally restricted to confronting models on specific platforms. We advocate that the activity flow should structure the class of model uses in BIM education. In this way, there is a holistic and representative approach to practice. Thus, we advise escaping this model's understanding in a restricted and instrumental way, as it already occurs in most of the online media found. We propose to organize the class program by the macro stages of the activity flow, covering: (i) creation of the strategy for the clash detection in the project in question; (ii) preparation of specific models for federation; (iii) identification of federation environments or model integration; (iv) federation or integration of models; (v) checks for interference in the federated or integrated model; (vi) analysis of the conflicts identified; and (vii) referral to conflict resolution. The details of each of these activities in the template can guide the teacher on how to proceed or prepare educational content. The bibliography listed in the template covers the theoretical framework to support the class in terms of books, scientific articles, and BIM guides. One can develop the class at the level of graduation, extension, or continuing education. Being an undergraduate class, it can be mandatory or elective. Items (i) to (iii) make up the theoretical part of the class, and the rest are essentially practical content. Thus, two types of competency assessment are possible: knowledge and skills. Knowledge can be developed through discussions and seminars. Skills covered are associated with execution or domain skills, according to Succar, Scher, and Willams (2013). Execution skills are associated with learning model verification platforms and collaboration environments. The execution competence generates an instrumental skill that can be provided through individual online training with tutorials. Domain skills are essentially technical (analysis and simulation) and functional (collaboration). These skills must be instigated in a participatory and collaborative way in practical exercises involving cycles of verification of the federated model and adjustments of complementary projects' models. As a suggestion for support material, the teacher should prepare a dataset including models with errors in file naming disobeying conventions, errors in the control elements impacting the overlapping of models, errors of omission or duplication of elements in the models, and errors of data schema in terms of categorization of elements and classification of content. The models must also include issues of all types (hard, soft, and temporal interferences). Errors must be plausible to be identified by different types of verification: visual or script. YouTube presentation: https://youtu.be/cMPaw_kOZtQ

Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Education, Dental, Continuing penn"

Amstutz, Richard D., Timothy R. Williams i Michael C. Chisick. Dental Continuing Education Preference Survey. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1992. http://dx.doi.org/10.21236/ada253812.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!