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Artigos de revistas sobre o assunto "Naval Training School (Harvard University)"
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Morley, T. P. "Kenneth Edwin Livingston M.D., D.A.B.N., F.A.C.S., F.R.C.S. (C) (1914 – 1984)". Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 12, n.º 1 (fevereiro de 1985): 76. http://dx.doi.org/10.1017/s0317167100046655.
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Kenneth Livingston was born in 1914 in Pendleton, Oregon. He attended Stanford University and obtained his BA in 1936. His medical student days were spent at Harvard where he graduated MD in 1939.His neurosurgical education began in 1942 at Strong Memorial Hospital, Rochester, N.Y.; then, after two years at the U.S. Naval Hospital in Oakland, California, he was appointed to the Attending Staff at the Lahey Clinic in Boston from 1946-1948. He returned to Oregon as Assistant Clinical Professor of Neurosurgery at the University of Oregon Medical School in 1948.
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Burdenko, Elena Viktorovna, Irina Artsis e Natalia Ilyushchenko. "International Theatrical Educational Programs: Moscow Art Theatre School Experience". Multidisciplinary Journal of Educational Research 8, n.º 2 (15 de junho de 2018): 179. http://dx.doi.org/10.17583/remie.2018.3155.
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This paper presents research results regarding the creation, development, and implementation of the international theatrical educational programs organized by the Moscow Art Theatre School together with leading American universities: the first program carried out together with the Eugene O'Neill Theatre Centre; the first international Master's theatre program carried out together with Carnegie Mellon University; the international Master's theatre program, which is currently being carried out together with the American Repertory Theatre at Harvard University, and the short-term international theatrical educational program carried out together with Wayne State University in Detroit (Michigan). The results confirm the necessity of carrying out international theatrical educational programs for training foreign students which are facilitated by the ongoing rise in global student mobility.
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Kotsyuba, R. B., e I. A. Prokop. "FORMATION OF FOREIGN LANGUAGE COMMUNICATION COMPETENCE OF FUTURE MEDICAL SPECIALISTS THROUGH INFORMATION AND COMMUNICATION TECHNOLOGIES (FOREIGN EXPERIENCE)". Медична освіта, n.º 2 (3 de junho de 2020): 80–86. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11153.
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The paper considers the ways of forming foreign language communication competence of future medical specialists through ICT on the basis of foreign experience. It focuses on five most popular medical universities that, in particular, show high results in terms of medical research, carried out by the students directly: Medical School at Harvard University, School of Medicine at Johns Hopkins University, School of Medicine at New York University, Langone, School of Medicine at Stanford University, School of Medicine at University of California – San Francisco. The paper analyses training programs aimed at the formation of foreign language communication competence of future medical specialists at the above-mentioned Universities: program on the general communication language, “Medical English” distance online courses, professional language for medical students, a particular attention being paid to Michael Mitchel’s online distance course in the framework of the Swedish project. Besides, the paper considers the use of ICT means: Moodle, SpeakApps, PowerPoint, and other programs for presentations; online simulators, programs for making tests, questionnaires and games; cloud based services for the organization of foreign language online clubs, etc.
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Vinograd, D. V., e A. V. Zykov. "Military-Applied Means of Physical Education in Pre-University Educational Institutions of the Russian Ministry of Defence". Education and science journal 21, n.º 6 (3 de julho de 2019): 171–90. http://dx.doi.org/10.17853/1994-5639-2019-6-171-190.
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Introduction.. The main purpose of pre-university educational institutions of the Ministry of Defence ofRussia, e.g. Suvorov Military Schools, Nakhimov Naval Schools, presidential schools and cadet corps, is to educate graduates, who are highly motivated and sufficiently prepared for military vocational activities, including graduates’ general physical fitness. Successful performance of the task is complicated by the fact that educational process in such organisations has a general educational orientation, which is common for the entire system of school education. However, it is obvious that the specifics of the mission of preuniversity educational institutions of the Ministry of Defence of the Russian Federation requires more intensive physical activities, which improve health and increase physical endurance of students, taking into account their age-specific physiological characteristics. In this regard, it is necessary to develop a variable methodological block as a supplement to an invariant part of the main programme of physical culture, which will be aimed at stimulating the development of motor and power capabilities, skills and professionally significant qualities of future military personnel.The aim of the research was to select and scientifically justify the introduction of appropriate and effective means for high-school students’ physical education in pre-university educational institutions of the Ministry of Defence ofRussia.Methodology and research methods. To identify the appropriate ways of solution of the problems of profile physical education of potential officers at the stage pre-professional development, the methodological framework was based on the theory of physical culture and sport, individually-modular approach to the development of the system of professional and applied physical training, its principles and regularities, conceptual provisions of health preservation in adolescence and youth. In the course of the research, the authors thoroughly studied the scientific and methodological sources, regulatory and legal base of the organisation of educational process, questions of its planning and control of all forms and activities of students’ physical training in military schools. The following methods were applied: interview, pedagogical observation, questionnaire survey, technique of entrance and final testing of selection of the research participants, formative experi ment, monitoring, comparative analysis and systematisation of indicators (resultant scores) of sports achievements of examinees. Experimental data were processed by the methods of mathematical statistics.Results and scientific novelty. The selection of means of physical training in pre-university all-service military and naval educational institutions was made on the basis of theoretical and statistical material of analytical review and collected empirical data and pedagogical experience in 17 pre-university educational institutions of the Ministry of Defence of Russia (n = 607). The list of the most productive means is made. The quantitative ratio of military-applied methods, which positively influence the system of physical training in the 10th-11th grades, is established. The pilot testing showed that systematic use of special training exercises of military-applied orientation significantly improves the indicators of physical training of students. The analysis of students’ questionnaires before and after the experiment revealed strengthening of students’ moral stability, growing interest in military science and motivation to studying of an applied training material, as well as significant increase in the number of applicants seeking to continue their training in higher educational institutions of the Ministry of Defence of the Russian Federation and to dedicate their lives to military service. The proposals and practical recommendations on purposeful introduction of complexes of specialised physical exercises and elements of disciplines of military-applied sports to educational process are formulated.Practical significance. The results of the research can be employed to plan and organise physical training of high-school students of pre-university educational institutions of the Ministry of Defence ofRussia as additional programme and methodological support at the initial stage of military-applied physical training of future military specialists.
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Rehder, Roberta, Subash Lohani e Alan R. Cohen. "Unsung hero: Donald Darrow Matson’s legacy in pediatric neurosurgery". Journal of Neurosurgery: Pediatrics 16, n.º 5 (novembro de 2015): 483–94. http://dx.doi.org/10.3171/2015.4.peds156.
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Donald Darrow Matson made seminal contributions to the field of pediatric neurosurgery. Born in 1913 in Fort Hamilton, New York, Matson was the youngest of four sons of an army colonel. He graduated from Cornell University and, years later, from Harvard Medical School. Matson selected Peter Bent Brigham Hospital for his neurosurgical training, which was interrupted during World War II. As a neurosurgeon, he worked close to the front lines under Brigadier General Elliot Cutler in Europe, earning a Bronze Star. Matson returned to Boston to become Franc Ingraham’s fellow and partner. He was a masterful surgeon and, with Ingraham, published Neurosurgery of Infancy and Childhood in 1954, the first pediatric neurosurgery textbook in the world. Upon Ingraham’s retirement, Matson became chairman of the department of neurosurgery at Boston Children’s Hospital and Peter Bent Brigham. In 1968, he became the inaugural Franc D. Ingraham Professor of Neurological Surgery at Harvard Medical School. Among his neurosurgical accomplishments, Matson served as President of the Harvey Cushing Society, later known as the American Association of Neurological Surgeons. He was unable to preside at the 1969 meeting that marked the 100th anniversary of Cushing’s birth, having contracted Creutzfeldt-Jakob disease. Matson died at the age of 55, surviving his mentor Ingraham by only 4 years.
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Tan, Choon-Hong, e Benjamin List. "Cluster Preface: Asymmetric Brønsted Base Catalysis". Synlett 28, n.º 11 (20 de junho de 2017): 1270–71. http://dx.doi.org/10.1055/s-0036-1590548.
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Choon-Hong Tan is a professor at the Division of Chemistry and Biological Chemistry, Nanyang Technological University, Singapore. He received his BSc (Hons) First Class from the National University of Singapore (NUS) and his Phd from the University of Cambridge. He underwent postdoctoral training at the Department of Chemistry and Chemical Biology, Harvard University and the Department of Biological Chemistry and Molecular Pharmacology, Harvard Medical School. He began his independent career at the Department of Chemistry, National University of Singapore in 2003. Choon Hong has focused on the development of organocatalytic Brønsted base reactions that can be catalyzed with chiral guanidines. He has also demonstrated that pentanidiums (conjugated guanidiniums) are efficient phase-transfer catalysts. Recently, he described the use of chiral organic cations such as bisguanidiniums to modulate and activate anionic metallic salts. Benjamin List has been a director at the Max-Planck-Institut für Kohlenforschung since 2005. He obtained his Ph.D. in 1997 (Frankfurt). From 1997 until 1998 he conducted postdoctoral research at The Scripps Research Institute in La Jolla (USA) and became an assistant professor there in January 1999. In 2003 he joined the Max-Planck-Institut für Kohlenforschung. He has been an honorary professor at the University of Cologne since 2004. Ben List’s research focuses on organic synthesis and catalysis. He has contributed fundamental concepts to chemical synthesis including aminocatalysis, enamine catalysis, and asymmetric-counteranion-directed catalysis (ACDC). His latest work deals with chiral counteranions in asymmetric catalysis. This remarkably general strategy for asymmetric synthesis has recently found widespread use in organocatalysis, transition-metal catalysis, and Lewis acid catalysis.
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Reidy, Jennifer A., Kate Brizzi, Stephanie H. Chan, Hollis Day, Scott K. Epstein, Melissa Fischer, Priya S. Garg et al. "Curricular Reform in Serious Illness Communication and Palliative Care: Using Medical Students’ Voices to Guide Change". Academic Medicine 99, n.º 5 (29 de janeiro de 2024): 550–57. http://dx.doi.org/10.1097/acm.0000000000005647.
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Abstract Purpose To gather and leverage the voices of students to drive creation of required, integrated palliative care curricula within undergraduate medical education in Massachusetts, which is lacking in a majority of U.S. medical schools. Method The study was conducted by the Massachusetts Medical Schools’ Collaborative, a working group committed to ensuring all medical students in Massachusetts receive foundational training in serious illness communication (SIC) and palliative care. Eight focus groups (2 per participating medical school) were conducted during January–May 2021 and included a total of 50 students from Boston University Chobanian & Avedisian School of Medicine, Harvard Medical School, Tufts University School of Medicine, and the UMass Chan Medical School. Data collected from focus groups were discussed and coded. Themes were identified using the immersion/crystallization qualitative data analysis approach. Results Six key themes emerged. Students viewed SIC as essential to high-quality medical practice regardless of specialty, and believed training in SIC skills and palliative care should be required in medical school curricula. Students preferred to learn and practice these skills using frameworks, particularly in real-world situations. Students recognized the expertise of palliative care specialists and described them as a scarce, often misunderstood resource in health care. Students reported it was mostly “luck” if they were included in family meetings and observed good role models. Finally, students desired practice in debriefing after difficult and emotional situations. Conclusions This study confirms long-standing themes on students’ experiences with SIC and palliative care topics, including feeling inadequately prepared to care for seriously ill patients as future physicians. Our study collected students’ perspectives as actionable data to develop recommendations for curricular change. Collaborative faculty also created recommendations based on the focus group data for immediate and ongoing SIC and palliative care curricular change in Massachusetts, which can apply to medical schools nationwide.
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Perkins, Linda M. "Merze Tate and the Quest for Gender Equity at Howard University: 1942–1977". History of Education Quarterly 54, n.º 4 (novembro de 2014): 516–51. http://dx.doi.org/10.1111/hoeq.12081.
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This study discusses Merze Tate, a black woman faculty member at Howard University from 1942 to 1977, and her efforts throughout her tenure at the institution to obtain gender equity for women faculty. This study also discusses Tate's decades-long battle with Rayford Logan, chair of the history department of Howard. Both Harvard PhDs, their difficulties reflect both gender differences as well as professional jealously. Tate was the first black woman to earn a degree from Oxford University (International Relations, 1935) and the first black woman to earn a PhD from Harvard in the fields of government and international relations (1941). She joined the faculty at Howard University in 1942, as one of two women ever hired in the history department. She remained on the faculty until her retirement in 1977. Tate is significant not only for her academic accomplishments and her advocacy on behalf of women but also as one of the earliest tenured women faculty members at Howard. In addition, she was a part of a very small group of highly accomplished black women academics who devoted their lives to the education of black youth. In a 1946 study of black doctorate and professional degree holders, Harry Washington Greene noted that of the three hundred eighty-one recipients, only forty-five were women. Black women were overwhelmingly enrolled and graduated from teacher training colleges that were unaccredited and/or did not provide the curriculum to attend graduate school without taking an additional year of undergraduate studies. The time and cost factor were prohibitive and many black women attended summer schools for years to take courses to prepare them for a graduate degree program.
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Burke, Matthew. "Our evolving understanding of placebo effects: implications for research and practice in neuropsychiatry". Journal of Neurology, Neurosurgery & Psychiatry 94, n.º 12 (15 de novembro de 2023): e2.4. http://dx.doi.org/10.1136/jnnp-2023-bnpa.12.
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Dr. Matthew Burke is a Cognitive Neurologist in the Neuropsychiatry Program and Department of Psychiatry at Sunnybrook Health Sciences Center. He is currently the Director of Sunnybrook’s Traumatic Brain Injury Clinic and he also sees patients with functional neurological disorders, headache disorders, and other neuropsychiatric conditions. Before starting at Sunnybrook, Dr. Burke completed medical school and his neurology residency training at the University of Toronto, where he was the Chief Neurology Resident in his last year of training. He then completed a two-year Sidney R. Baer, Jr. Foundation fellowship in Cognitive Neurology and Neuropsychiatry at Beth Israel Deaconess Medical Center and Harvard Medical School.Dr. Burke’s clinical research fellowship provided specialized training in non-invasive brain stimulation and brain network mapping. His research applies these novel techniques to investigate the complex and poorly understood brain disorders at the interface between neurology and psychiatry. He also has research interests in the neurobiology of placebo effects and is an active collaborator with the Harvard Program in Placebo Studies. Finally, concurrent with his fellowship, Dr. Burke completed the Harvard Catalyst Clinical Translational Research Academy. This is a NIH-funded program that provides advanced training in methods of clinical investigation.Dr. Burke’s research to date has resulted in multiple peer-reviewed publications, media attention on platforms such as CNN and BBC, and recent recognition with the American Neuropsychiatric Association’s 2019 Young Investigator Award and the American Headache Society’s 2018 Frontiers in Headache Research Award.AbstractPlacebo effects are the beneficial therapeutic effects derived from the context surrounding the administration of a treatment rather than the treatment itself. Recent research has shifted our understanding of placebo effects from a mystical unempirical entity to a biologically-based phenomenon capable of meaningfully modulating brain regions and neurotransmitter systems. In this presentation, Dr. Burke will begin by summarizing the evidence underlying the principles and neurobiology of placebo effects. He will then discuss clinical factors that contribute to placebo effects and how placebo effects could be harnessed in the management of neuropsychiatric disorders. Finally, Dr. Burke will interrogate how our evolving understanding of placebo effects may impact the way we design, appraise and interpret research studies in neuropsychiatry and across medicine.
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Nolan, Kathleen, William Schmidt e James Lane. "OHMSETT 2000: FISCAL YEAR IN REVIEW". International Oil Spill Conference Proceedings 2001, n.º 2 (1 de março de 2001): 1015–19. http://dx.doi.org/10.7901/2169-3358-2001-2-1015.
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ABSTRACT During fiscal year 2000, a series of, boom, skimmer, pump, and dispersant tests were performed at OHMSETT, the national oil spill response test facility. Spill response technology development and training sessions were also conducted. These projects were conducted by government organizations, including the U.S. Coast Guard (USCG) Research and Development Center and the U.S. Navy Naval Facilities Engineering Service Center (USN ?FESC); research organizations such as Environment Canada, S.L. Ross Environmental Research, and the University of New Hampshire (UNH); and other private companies. The USCG and the National Spill Control School of Texas A&M University-Corpus Christi continued training sessions on the handling of oil spill response equipment. The USCG Research and Development (R&D) Center sponsored a test on viscous oil pumping systems, and another test for the development of fast-water oil spill containment and cleanup equipment. The NFESC conducted an evaluation of four high-speed skimmers that involved testing in waves with light fuel oils. Private companies utilized the tank and its simulated beach system to test their new containment boom designs and multi-skimmer units for oil retention and recovery capabilities. UNH returned to gather performance data on a new rapid current oil barrier design. Each of these projects has been significant in advancing oil spill response technology.
Livros sobre o assunto "Naval Training School (Harvard University)"
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Extreme management: What they teach you at Harvard Business School's advanced management training program. London: HarperCollinsBusiness, 2001.
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Harvard University. Graduate School of Education. Teaching and Curriculum Program. Student handbook 1989-1990. [Cambridge, Mass: Harvard University Graduate School of Education, 1989.
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Harvard University. Graduate School of Education. Urban Superintendents Program. Learning to lead, leading for learning: Tenth anniversary reflections 1990-2000. Cambridge, MA: Harvard University Graduate School of Education, 2000.
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Zhong ji guan li: Extreme management. Beijing: Zhongxin chu ban she, 2002.
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Mark, Stevens. Extreme management: What they teach at Harvard's Business School's Advanced Management Program. New York, NY: Warner Books, 2001.
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H, Abelmann Walter, e Harvard University--MIT Division of Health Sciences and Technology., eds. Harvard-MIT Division of Health Sciences and Technology: The first 25 years 1970-1995. Cambridge, Mass: The Division, 2004.
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Designing world class e-learning: How IBM, GE, Harvard Business School, and Columbia University are succeeding at e-learning. New York: McGraw-Hill, 2002.
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Schank, Roger, e Roger C. Schank. Designing World-Class E-Learning : How IBM, GE, Harvard Business School, And Columbia University Are Succeeding At E-Learning. McGraw-Hill, 2001.
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Schank, Roger, e Roger C. Schank. Designing World-Class E-Learning : How IBM, GE, Harvard Business School, And Columbia University Are Succeeding At E-Learning. McGraw-Hill, 2001.
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Robert H., M.D. Ebert, Richard J., M.D. Kitz, Walter L., Ph.D. Koltun, Irving M., M.D. London, Roger G., M.D. Mark, Michael M. D. Rosenblatt e Walter A., Ph.D. Rosenblith. The Harvard-MIT Division of Health Sciences and Technology: The First 25 Years 1970-1995 (Harvard-MIT Health Sciences). Harvard-MIT Division of Health Sciences and Technology, 2004.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Naval Training School (Harvard University)"
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Barnes, Linda L. "A Medical School Curriculum on Religion and Healing". In Teaching Religion and Healing, 307–26. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195176438.003.0020.
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Abstract I come to this chapter having been, since 1999, on the faculty of Boston University School of Medicine, and after having a visiting appointment at Harvard Medical School. Neither setting would ever have occurred to me during my years of training. Educated in comparative religious studies and medical anthropology, I fully expected to end up on the faculty of a religion department. Who knew! From my current vantage point, however, I have had occasion to think through how to translate some of the objectives of the humanities, and of religious studies in particular, into the training of clinicians.
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Keller, Morton, e Phyllis Keller. "The Professional Schools". In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0010.
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Harvard’s nine professional schools were on the cutting edge of its evolution from a Brahmin to a meritocratic university. Custom, tradition, and the evergreen memory of the alumni weighed less heavily on them than on the College. And the professions they served were more interested in their current quality than their past glory. True, major differences of size, standing, wealth, and academic clout separated Harvard’s Brobdingnagian professional faculties—the Graduate School of Arts and Sciences and the Schools of Medicine, Law, and Business— from the smaller, weaker Lilliputs—Public Health and Dentistry, Divinity, Education, Design, Public Administration. But these schools had a shared goal of professional training that ultimately gave them more in common with one another than with the College and made them the closest approximation of Conant’s meritocratic ideal. Harvard’s doctoral programs in the Graduate School of Arts and Sciences (GSAS) were a major source of its claim to academic preeminence. As the Faculty of Arts and Sciences became more research and discipline minded, so grew the importance of graduate education. A 1937 ranking of graduate programs in twenty-eight fields—the lower the total score, the higher the overall standing—provided a satisfying measure of Harvard’s place in the American university pecking order: But there were problems. Money was short, and while graduate student enrollment held up during the Depression years of the early 1930s (what else was there for a young college graduate to do?), academic jobs became rare indeed. Between 1926–27 and 1935–36, Yale appointed no Harvard Ph.D. to a junior position. The Graduate School itself was little more than a degree-granting instrument, with no power to appoint faculty, no building, no endowment, and no budget beyond one for its modest administrative costs. Graduate students identified with their departments, not the Graduate School. Needless to say, the GSAS deanship did not attract the University’s ablest men. Conant in 1941 appointed a committee to look into graduate education, and historian Arthur M. Schlesinger, Sr., “called for a thoroughgoing study without blinders.
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LaPiana, William P. "Opposition". In Logic And Experience, 132–47. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195079357.003.0007.
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Abstract Despite the victory in Chicago, the rise to dominance of the Harvard model of legal education was not a triumphal progress. Within the school, debate and dissension went on for decades. Elsewhere, in writings about the training of aspiring lawyers, criticism of Harvard’s methods was constant. This criticism occurred in two phases. In the first phase, impracticality in Harvard’s methods was asserted. The belief that “instruction at (Harvard Law School] was particularly technical and historical, and when completed, necessitated an apprenticeship in some good attorney’s office,” found expression in the founding of Boston University Law School. There teachers familiar with the practice of law offered not only an introduction to the science of law but also training designed to enable students to enter active practice on graduation. Similar concerns surfaced in the debate about the diploma privilege in New York. The Albany Law Journal printed several editorials in the early and mid-1870s advocating legal education that would “familiarize (the student] with the details of practice and the examination of witnesses. “ Theimposition of a clerkship requirement by the court of appeals and its acceptance by Eliot and Langdell went far to answering these objections.
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Freeland, Richard M. "Academic Development and Social Change: Higher Education in Massachusetts before 1945". In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0007.
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In October 1948, James B. Conant, president of Harvard, journeyed from Cambridge across the Charles River to address the fiftieth anniversary convocation of Northeastern University. Though the ceremonies on N.U.’s new Hungtington Avenue campus occurred only two miles from Conant’s offices in Harvard Yard, in academic terms the two settings could not have been separated by a greater distance. Harvard was the nation’s richest and most distinguished institution of higher education, the alma mater of generations of regional and national leaders in government, business, and academia. Northeastern, only recently cut loose from the Y.M.C.A., still struggling to obtain proper facilities, was an obscure, local school offering practical training to working-class students. Indeed, Conant’s appearance at Northeastern eloquently symbolized the variations that existed among institutions that called themselves “universities” in the United States at the end of World War II, and Harvard’s president made these differences the subject of his talk, which he titled “Diversity in American Education.” Conant’s speech was a hymn to institutional variety as an academic characteristic particularly appropriate for a democracy. “There would be a contradiction in terms,” Conant said, “if we had an American system,” in the sense of an organization “logically constructed, well-integrated ... and administered from the top down” like those of continental Europe. The opportunity of individuals from any background to better their positions in this country’s “fluid and free society” would be inhibited by centralization. For Conant, the colleges and universities of Massachusetts illustrated democratic higher education at its best. “We have here in this section of New England,” he observed,...a number of academic organizations designed to provide educational facilities for young men and women... These institutions are diverse in their history and their specific objectives and cover a wide spectrum of educational opportunity. Between us there are but few gaps in the type of advanced instruction we offer. We each have our own mission.. . Taken as a whole [we] represent as diversified a program of post-high school education as can be found in the United States. In celebrating the variability of the nation’s universities, Conant found an ideal way to narrow the embarrassing difference in status between himself and his hosts.
Trabalhos de conferências sobre o assunto "Naval Training School (Harvard University)"
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Barahona Fuentes, Claudia, Marcel·la Castells Sanabra, Ángela Ruiz Robles, Mercè Codina Costa, Rosa M. Fernández Canti, Maria Montserrat Vela del Olmo, Santiago Ordás Jiménez, Antonio Isalgué Buxeda e Álvar Martin Llopis. "A UPC innovation teaching project for the incorporation of the gender perspective in nautical, marine and naval engineering". 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-9788412322262.1372.
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There has been a rising awareness in recent years of the gender inequalities within STEM-related programmes and the need to overcome them and so bridge the gender gap in these academic disciplines. Different initiatives have arisen, among which there are gender equality policies, regulations and programmes. In line with this, the Catalan University Quality Assurance Agency (AQU) promoted a regulation for the incorporation of the gender perspective in all the bachelor’s and master’s degrees in tertiary education in Catalonia by 2021. To comply with this regulation and also to promote a culture of equity and equality of opportunities for women, the Universitat Politècnica de Catalunya (UPC) fostered different projects within its community. One of these projects has been developed by the Gender Equality Commission at Barcelona School of Nautical Studies and consists in the development of a web platform with resources for lecturers to incorporate this new transversal competence of gender perspective in the nautical, marine and naval engineering study plans. The main objective of this teaching innovation project is to aid teachers with the incorporation of this competence not only by providing online tools and resources but also gender-focused teacher training to allow them to design tailor-made activities and strategies. Some tests were also administered to assess the effectiveness of the implementation of these newly-designed gender equality teaching practices and some sample study plans and activities were developed to serve as a model and example of good practices for the incorporation of gender mainstreaming in the disciplines of nautical, marine and naval engineering.
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Alekseyev, Jesslyn, Madeline Chmielinski, Emmanuel Mallea, Jo Kurucar, Vincent Mancuso e Robert Seater. "Fun as a Strategic Advantage: Applying Lessons in Engagement from Commercial Games to Military Logistics Training". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002399.
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Games have been identified as a potential solution to improving learning outcomes in educational settings. Game environments offer many elements to augment traditional classroom learning such as lectures and static reading assignments. They enable players to explore concepts through repeat play in a low-risk environment, and can integrate feedback into gameplay to enable students to evaluate their own performance. Commercial games leverage a number of features to engage players and hold their attention; they typically use enticing graphics and visual elements, and break game play down for new players. But do those methods have a place in instructional environments with a captive and motivated audience? Our experience and measures suggest that yes; applying lessons in engagement from commercial games can help students become more invested in their learning. Though the military may not prioritize fun, they are interested in leveraging potentially effective training methods.MIT Lincoln Laboratory worked with the Office of Naval Research Global TechSolutions (ONR Global TechSolutions), the Marine Corps University Expeditionary Warfighting School (MCU EWS), and the Marine Corps Expeditionary Energy Office (E2O) to develop an interactive, web-based serious game prototype that teaches the principles of logistics and their trade-offs. Developed from a proposal by Marine Corps Captains, the game’s overarching objective was to improve the education and training of Marine Corps University students on the topic of energy management and logistics. Throughout development, MIT LL conducted game assessments at regular intervals, both with internal personnel and Marine Corps University students to validate project goals and guide development. A final test was conducted at the conclusion of development to measure usability against earlier results to measure learning outcomes, and examine the impact of engagement on learning outcomes as well as user reported experience. The game was tested with 12 students and 4 non-student personnel, who represented a mix of operations, logistics, and other disciplines. Students were split between “engaged” (7 students) and “de-engaged” conditions (5 students), where the “de-engaged” condition replaced introductory movies with equivalent static content, and removed decorative elements. Game rules, game information, user support information, and user workflows did not change between the conditions. Though testing was conducted throughout with a relatively small sample size, qualitative and quantitative measures suggest results relevant to how game-based and digital learning tools are designed. Reported usability increased considerably throughout development with less coaching and support, including during development phases focused almost exclusively on improving engagement and applying lessons from entertainment games. In the final assessment, those in the “engaged” condition reported higher usability scores as expected, but also reported making less mistakes and finding play easier. Additionally, those in the “engaged” condition reported finding stronger connections between the principles of logistics presented, indicating that there is a connection between engaging features and learning outcomes. Though more research is needed to see if results hold up more broadly, these results indicate that the integration of engaging features can improve engagement and perception as well as potentially improving learning outcomes even with communities that may not traditionally prioritize engagement.