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Journal articles on the topic "Advice on courses to be followed"
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Silva, Joana, and Karen Bultitude. "Best practice in communications training for public engagement with science, technology, engineering and mathematics." Journal of Science Communication 08, no. 02 (2009): A03. http://dx.doi.org/10.22323/2.08020203.
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Effective training in key communications skills is critical for successful public engagement. However, what are the secrets to designing and delivering an effectual training course? This paper outlines key findings from a research study into communication training programmes for public engagement with STEM (science, technology, engineering and mathematics). The research focused on training in direct communication methods, (as separate from media training) and encompassed both trainers and trainees, the latter group spanning across both scientists and explainers. The findings indicated that training courses are effective at increasing involvement in science communication events and trainees feel more confident and able to engage due to training. An interactive style was found to be a key element of training courses. Demonstrations of good practice followed by own performance with feedback were also important, preferably involving a ‘real’ audience. A list of guidelines on best practice has been developed which offers practical advice.
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Stein, Gary L., Cathy Berkman, and Bonnie Pollak. "What are social work students being taught about palliative care?" Palliative and Supportive Care 17, no. 5 (2019): 536–41. http://dx.doi.org/10.1017/s1478951518001049.
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AbstractObjectivePalliative social workers have taken steps to increase the numbers of social workers trained and competent to deliver effective psychosocial palliative care. Despite these developments, masters of social work (MSW) programs have only begun to develop curricula preparing students for entry-level practice. This study sought to determine the type and extent of content areas included in MSW courses dedicated to palliative care or with content related to palliative care practice.MethodA cross-sectional study using an online questionnaire was conducted. All 248 accredited MSW programs in the United States and 32 programs in Canada were invited to participate. Participants were asked to name the courses in their MSW program that were dedicated to, or included content on, palliative care, and submit the syllabi for these courses. Data comprised course content for each class session and required readings. A grounded theory approach was used to identify the topics covered.ResultOf the 105 participating programs that responded to the survey, 42 submitted 70 syllabi for courses with at least some palliative care content. There were 29 topics identified. The most common topic was grief, loss, and bereavement, followed closely by behavioral and mental health issues, and supporting family and friends; cultural perspectives and advance care planning were also common topics. For the 10 syllabi from courses dedicated to palliative care, supporting family was the most common topical area, followed closely by interprofessional practice and advance care planning.Significance of resultsAlthough there are many challenges to introducing palliative care content into MSW programs, including unqualified faculty and competing course material and electives of equally compelling content, there are model curricula for dedicated palliative care courses. With the large growth of palliative care programs, the time is ripe to add specialty palliative care courses and to add palliative care content into existing courses.
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Adhikari, Eka Raj. "Motivation of Persons with Disabilities towards Mainstream Vocational Training." Journal of Training and Development 3 (September 27, 2017): 12–21. http://dx.doi.org/10.3126/jtd.v3i0.18226.
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The present study has explored the motivational factors to join the vocational training programs among persons with disabilities in Nepal. Based on the phenomenological approach, I conducted in-depth interviews with purposively selected eight persons with disabilities who had been undergoing short-term vocational training courses. I followed the thematic analysis technique to analyze the data. With the help of major content theories of motivation and the social role theory of gender differences, I discussed the study results. The participants’ expressions revealed that the motivating factors were employment, suitability of training to the type of impairment, utilization of free time, advice from relatives, opportunity to get training for free, personal interest, and a strong desire to do something. The results showed that both extrinsic and intrinsic factors were functioning as the motivators for the learners. Their perceptions supported the traditional gender-based selection of occupations. The study showed the need to adopt relevant measures to leverage the learners’ motivation for learning throughout the training.
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Force, Donald C., and Jane Zhang. "Knowledge discovery from within." Records Management Journal 26, no. 3 (2016): 259–78. http://dx.doi.org/10.1108/rmj-11-2015-0034.
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Purpose The purpose of this paper is to report the findings of a research project that analyzed records management (RM) and electronic records management (ERM) course syllabi from North American archival studies’ programs. By identifying the convergences and divergences of the topics and literature found within the syllabi, the authors sought to understand the relationship between the two courses and gain insight about how these courses continue to serve as an integral component of archival studies education. Design/methodology/approach The paper is based on a qualitative analysis of 23 RM and 12 ERM course syllabi from 26 academic institutions from North America. The research examined three different aspects of the syllabi: textbooks, required articles and weekly topics. The syllabi were analyzed as separate data sets (RM syllabi and ERM syllabi), which was followed by a comparative analysis of the two types of syllabi. Findings The findings of this study reveal that RM, ERM and (to a lesser extent) DA (digital archives) knowledge as represented in archival education converges in some course contents but diverges in others. Archival educators should pay close attention to overlapping areas so that the courses can better complement each other and advance knowledge representation within archival studies. Research limitations/implications This study only considered graduate-level programs in the USA and Canada. The study did not include syllabi or instructional guides from associate-level programs or professional organizations such as the International Certification of Records Managers or Association of Records Managers and Administrators (ARMA) International. Practical implications The results of this study lead the authors to present two different approaches for how RM and ERM knowledge may be incorporated into archival curriculum. Originality/value This is the first research project to analyze RM and ERM syllabi with regards to the enhancement of records and information management education and archival curriculum development.
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van Wyk, Micheal M. "E-Pedagogical Support Strategies to Teaching Methodology of Economics Students at an Open Distance Learning University." International Journal of Online Pedagogy and Course Design 10, no. 3 (2020): 1–18. http://dx.doi.org/10.4018/ijopcd.2020070101.
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A systematic review of the literature of e-pedagogical support strategies for an open distance learning context was done to explore the knowledge “gap” on existing scholarly works. This paper investigates the use of pedagogical support strategies employed to support student learning in an online Teaching Methodology of Economics course. The research followed a pragmatic approach—an explanatory mixed-methods design—to conduct the research. An online questionnaire and eDiscussion forum entries were employed to collect data. Convenient and purposive sampling of postgraduate students (n=179) in Teaching Methodology of Economics were selected. Students voluntarily completed the online survey. Findings and practical implications were formulated to advance online pedagogical strategies to support student learning and thus promote essential competencies for the course in the college of education at an open distance learning university. The current study has only examined a small sampling of student views regarding pedagogical strategies employed in a teacher education online course. More research is needed to establish whether a larger sample, comparing similar courses in the teacher education programme, will yield different results.
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Konrad, Theres, Arnim Wiek, and Matthias Barth. "Embracing conflicts for interpersonal competence development in project-based sustainability courses." International Journal of Sustainability in Higher Education 21, no. 1 (2020): 76–96. http://dx.doi.org/10.1108/ijshe-06-2019-0190.
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Purpose Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning formats claim to advance such skills, there is little empirical evidence that demonstrates how interpersonal competence is being developed. This study aims to describe and explains teaching and learning processes of project-based sustainability courses that contribute to the development of interpersonal competence as one of the key competencies in sustainability. Design/methodology/approach This study on an international project-based learning course adopted a multi-method case study approach, triangulating observations, semi-structured interviews and focus groups supported by Photovoice method through which students tracked their learning processes. Data collection and analysis followed a grounded theory approach. Findings Learning through and from conflicts within a learning community can foster competence development in teamwork, communication and stakeholder engagement. This study identified inner and outer conflicts (within individuals versus between individuals or groups) as potential drivers of learning processes, depending on strategies applied to address these conflicts. Originality value The value of this study is fourfold: it demonstrates how conflicts can be leveraged for students’ competence development; it provides in-depth empirical data from multiple perspectives, it discusses the findings in the context of teaching and learning theories, and it demonstrates an application of the Photovoice method to track and improve teaching and learning processes.
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Elsey, Lynn. "SERVICE EVALUATION OF A CYSTIC FIBROSIS HOME INTRAVENOUS ANTIBIOTIC SERVICE PROVIDED BY A NHS FOUNDATION TRUST." Archives of Disease in Childhood 101, no. 9 (2016): e2.69-e2. http://dx.doi.org/10.1136/archdischild-2016-311535.71.
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AimTo evaluate carers' satisfaction with the current service for home reconstitution and administration of intravenous (IV) antibiotics to cystic fibrosis (CF) patients and identify ways of improving this service to reduce treatment burden.MethodsA formative evaluation was conducted of all 17 carers who reconstituted and administered the IV antibiotics at home. This was carried out using a cross-sectional survey. A questionnaire of open and closed questions was sent first class with a pre-paid return envelope to the carers. This was followed by a reminder letter after the set return date.ResultsThirteen carers responded giving a response rate of 76.5%. The carers had a mean of 2 children in the household with all having 1 child under the care of the paediatric CF team. They had been receiving IV antibiotics for a mean of 8 years and 7 months and had been administering them at home for a mean of 6 years and 1 month. The majority had administered the antibiotics in the last 3 months.Over half received their drugs from the hospital pharmacy, but one carer highlighted that they did not always receive a full supply of the treatment.Removing the reconstitution step by providing pre-prepared syringes could reduce treatment time by around 18 minutes. Overall this could mean a daily reduction in treatment time of almost two hours for a patient who is on two antibiotics three times a day. The majority of respondents stated that they would prefer pre-filled syringes.The carers felt that they received enough training and felt confident in reconstituting and administering the antibiotics. The majority felt that they should receive regular updates to their training and it was highlighted that they are reassessed at the start of each course. Most of the carers felt that they had an opportunity to discuss the IV antibiotics in the out-patient clinic with the doctors and the nurses but none of them would contact the pharmacist. They felt that they were appropriately contacted in advance to organise when the course would start and a proportion were contacting the nurses in advance to organise the treatment around their commitments. When they receive the antibiotics and sundries from the hospital pharmacy they are supplied with written directions for reconstitution and administration. However, the carers did not find these easy to understand. It was highlighted by one that they could not access advice at night.Overall the carers had a high level of satisfaction with the service. Some felt that it could be improved by easier access to advice, having blood tests done by community nurses and pre-filled syringes.ConclusionOverall this cohort is satisfied with their current home IV service. Improvements could be made by: ensuring carers always receive 100% of all necessary supplies; better access to advice; easier to understand written information; access to blood tests in community; increased awareness of the pharmacist. The majority of carers would like pre-prepared syringes and these could greatly decrease the treatment time.
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Penny, Fletcher, and Patel Shruti. "P02 An audit of vancomycin dosing in the neonatal units." Archives of Disease in Childhood 103, no. 2 (2018): e1.5-e1. http://dx.doi.org/10.1136/archdischild-2017-314584.13.
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AimTo audit the prescribing and monitoring of vancomycin in the neonatal units against the local guideline.The neonatal vancomycin guideline has never been audited. Anecdotally, prescribing and monitoring of this drug is challenging, with pharmacists frequently being asked for advice. The guideline has two ranges depending on which bacteria are being treated, 10–15 mg/L and 15–20 mg/L.The initial dosing frequency is different for babies greater than 10 days of age.MethodData on vancomycin doses, levels, time taken, patient age, weight and renal function, were collected on a data collection form prospectively, from prescriptions and clinical records for all babies on vancomycin on between 17/10/2016 and 16/12/2016. Patients were followed throughout their stay; some had repeated courses. The audit was approved locally. Audit standards were derived from the guideline, with 100% adherence aimed for.Data were entered onto an Excel spreadsheet.ResultsData was collected from 19 patients, 28 vancomycin courses and 31 vancomycin levels.28/28 (100%) prescriptions had the correct initial dose. In one neonate the dose changed from 12 to 8 hourly when they were 10 days old. This change led to a high level.13/15 (87%) had the level taken at the correct time. Two were taken 2–3 hours late. Thirteen courses were stopped before requiring levels.19/31 levels (62%) were within a safe range (10–20 mg/L).All 6 levels>20 mg/L had the next dose held and the level repeated. In two of these cases there was no subsequent dose reduction causing further high levels. In one case a further vancomycin course was prescribed as per guidelines, with no consideration of previous levels, a high level was recorded again.Two levels between 15–20 mg/L were considered too high; a dose was omitted, resulting in two sub-therapeutic levels (below 10 mg/L).Of the other four low levels, three were not acted upon appropriately – no dose or frequency increase, one was acted on correctly with a dose increase.ConclusionThe size of the data set was small but the descriptive findings are interesting.The initial aspects of the guideline are adhered to with all doses prescribed correctly. High levels resulted in doses being held and levels repeated but subsequent actions were suboptimal. Levels appeared to be viewed in isolation and so either no change or an incorrect change was made causing further avoidable high levels. Often low levels were not acted upon appropriately.It is possible that there is limited understanding of pharmacokinetic principles underpinning the adjustment of doses.Changes have been made to the guidelines including a statement that the doses are the initial starting doses only and that dose adjustments are based on levels not age. The different ranges caused confusion and given that the specific bacteria presentmay not be known when initiating treatment, the guidelines have been amended to clarify the safe range of vancomycin to be 10–20 mg/L. Teaching sessions with worked examples will be held with all prescribers and nursing staff.
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Buttriss, Judith L. "Translating complex science into life-course health promoting strategies." Proceedings of the Nutrition Society 70, no. 1 (2011): 38–46. http://dx.doi.org/10.1017/s0029665110004726.
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These days, we are bombarded with nutrition information from diverse sources and of varying quality. There has been a dramatic increase in communication channels, including more television channels with airtime to fill, and the emergence of the Internet and ‘new media’ such as social networking sites. Part of this culture is to deliver ever changing and novel angles. The background ‘noise’ that this creates can make delivery of evidence-based advice about healthy eating that generally carries less novelty value, a huge challenge. This paper illustrates ways in which complex scientific information can be translated into meaningful health promoting strategies that can be applied across the life course. The examples used are nutrition in the context of healthy ageing, communicating the concept of energy density in the context of satiety, healthy hydration, health effects of probiotics and resources for use by teachers in the classroom. This selection of examples demonstrates the processes adopted at the British Nutrition Foundation to identify the evidence base for a particular topic and then to communicate this information to various target audiences. The British Nutrition Foundation's approach typically starts with preparation of a detailed review of the evidence, often with the involvement of external expertise, followed by peer review. For much of this work conventional science communication routes are used, but use is also made of the Internet and various forms of new media.
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Hsieh, Hui Min, Wei-Ning Wang, Chan Yi Jui, Wen Ching Yang, Jou Huai Lin, and Li Chun Liu,. "The Flipped-Classroom in Nutrition Intern Clinical Training." Current Developments in Nutrition 4, Supplement_2 (2020): 601. http://dx.doi.org/10.1093/cdn/nzaa048_007.
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Abstract Objectives Flipped-classroom has been widely used in various teaching fields in recent years. It is a learner-centered teaching method. The application of the flipped-classroom model in nutrition intern clinical training is not universal. We implemented this teaching approach to the core training courses and evaluate its efficacy, benefit, and outcome. Methods We designed 3 topics of basic clinical course included diabetic, chronic kidney disease, and cancer. The flipped-classroom consisted of e-learning outside of the classroom, followed by an in-class interactive session with problem-based discussion and case-based discussion. Preceptors assisted the discussion process, guided the right direction. Trainees presented their report after discussion. Preceptors gave feedback at the end of each lesson. Finally, trainees and preceptor finished the evaluation of the course, other learners, and preceptors. Results A total of 10 trainees attended the courses. The average score of knowledge, skill, and attitude was 9.01, 8.90, 8.88 respectively from the trainees’ evaluation. Knowledge, skills, and attitudes get A or higher scores from preceptors. The trainees have a very high evaluation of the Flipped-classroom. They believe that Flipped-classroom is interesting, deepens their impression of relevant knowledge, and from the performance of their peers can provide more personal thinking. The preceptors thought the Flipped-classroom as active learning allows students to become the protagonists of teaching activities. Trainees prepared in advance and participate in discussions actively. Many scenarios can be integrated into the process and let teaching have more flexibility. Conclusions Flipped-classroom is an active learning education that guides learners to have a sense of accomplishment at each stage and achieves superior clinical care advantages through excellent education. Funding Sources Nil
Dissertations / Theses on the topic "Advice on courses to be followed"
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Gauthier, Jean-Sébastien. "Parcours migratoires et scolaires d'enfants arméniens à Valence durant l'entre-deux-guerres." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2178/document.
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Lancés sur les routes de l’exil, suite au génocide de 1915 perpétré par le gouvernement JeuneTurc, les réfugiés arméniens sont à la recherche d’un territoire susceptible de les accueillir.Après un exode qui a duré plusieurs années, et qui les a conduits dans les pays de la péninsule balkanique et dans tout le Proche-Orient, certains font le choix de la France. C’est en 1922 ou 1923 (selon les sources) que les premiers réfugiés arrivent à Valence. D’autres leur emboîtent le pas les années suivantes. Mon étude tente de mettre en évidence les parcours migratoiresdes familles arméniennes valentinoises et des enfants scolarisés, depuis leurs lieux d’origine jusqu’à Valence. Plusieurs vagues migratoires, plus ou moins longues selon la durée de déplacements des populations, et parfois simultanées ou enchevêtrées, se succèdent. Très souvent, l’itinéraire, qui a conduit les familles arméniennes dans la cité drômoise, n’a pas été direct depuis leur débarquement à Marseille, mais jalonné d’étapes, qui sont autant de marqueurs des situations socio-économiques rencontrées avant leur installation à Valence, parfois définitive pour de nombreuses familles. Mon étude tente également de faire apparaîtreles différents parcours scolaires effectués au sein de l’école française. Dès les premières arrivées, les enfants entrent à l’école primaire et suivent des parcours variés, même si, pour les premiers arrivants, la préoccupation au sortir de la scolarité obligatoire reste l’obtention immédiate d’un emploi. Les parcours au sein d’un enseignement organisé en deux filièresprincipales et socialement inégalitaires ne sont pas simples et des difficultés diverses se dressent, amenant certains à abandonner soit leurs études secondaires, soit à se maintenir au sein de l’école primaire. Le système scolaire accueille ces enfants et l’enjeu linguistique passe au premier plan. D’autres élèves y mènent un parcours brillant. Sous l’influence de lasituation socioéconomique locale, les familles arméniennes opèrent des choix pour leurs enfants et des comportements se dessinent. Si pour certaines, le système scolaire doit permettre une émancipation et l’apprentissage d’un métier, au travers des professions d’ouvriers qualifiés ou de techniciens mais aussi d’emplois de bureau, pour d’autres, la reprise d’une affaire commerciale familiale ou l’apprentissage d’une profession artisanale s’impose. Le passage par l’école obligatoire permet d’atteindre un niveau linguistique plus sûr, mais aussi une qualification plus importante, qui enrichit l’affaire familiale. La destinée familiale a très souvent tracé un avenir scolaire aux enfants de la seconde génération, revu à l’âge adulte avec de nouvelles opportunités professionnelles<br>Launched on the exile roads, after the 1915 genocide caused by the Jeune-Turc government, the Armenian refugees were in search of a territory open to welcome them. After an exodus which lasted several years and led them into the Balkan States and the whole Near East, some of them made the choice of France. The first refugees turned up in Valence in 1922 or 1923 (itdepends on the pieces of information). Others followed a few years later. My study attempts to show the Armenian families and children’s geographical routes, from their places of origin to Valence. Several more or less varied waves of immigrants occurred. Very often, the trip from Marseille to the “Cité drômoise” was not straight. The different stages of their French itinerary appear as markers of their varied social and economic conditions before their arrival in Valence. My contribution will also attempt to show the different school careers they made in French schools. As soon as the first arrived, children were sent to primary school and had varied school careers, even if labor remained a priority at the end of their compulsory education. The school careers in the two main educational profiles- socially unequal- were not simple and many pupils had difficulties in completing their primary or secondary schooling. The French school welcomed these foreign pupils and the acquisition of the French language was the most important issue. Other pupils had outstanding courses. Affected by the local socio-economic circumstances, the Armenian families made choices for their children. For some of them, school had to promote the learning of a trade, as skilled labourers, technicians or office workers. Others expected their children to continue the family business. Compulsory schooling promoted the acquisition of the French language but also increased the qualification levels. The Armenians wanted a future for their children and resigned themselves to the choices of their parents. After their teenage years, their professions changed and the families’ destinies advanced with new career opportunities
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Taylor, Janaé Monique. "Stand on our shoulders, take note of our actions, and heed our advice experiences of African American faculty in counseling programs teaching diversity courses in traditionally white institutions /." 2007. http://purl.galileo.usg.edu/uga%5Fetd/taylor%5Fjanae%5Fm%5F200708%5Fphd.
Full textBooks on the topic "Advice on courses to be followed"
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Careers Research and Advisory Centre. Inside insight courses: Advice and ideas for organizing and running short courses. Hobsons Limited (for CRAC), 1986.
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Eraut, Michael. Evaluation of management courses: Advice for course organisers. National Development Centre for School Management Training, 1985.
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Binns, Gareth. Guide to undergraduate university courses in archaeology: With a note on non-university courses. 3rd ed. Council for British Archaeology, 1990.
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Kelly, Gill. Information, advice and guidance for adults in part-time higher education: A study of undergraduates undertaking first degree courses in Northern Ireland. Institute of Continuing Education, The Queen's University of Belfast, 1997.
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National Curriculum Council (Great Britain). Additional advice to the Secretary of State for Education and Science on: Art and music non-statutory programme of study material for Key Stage 4; Alternative optional courses in art and music at Key Stage 4; Non-statutory statements of attainment in art, music and physical education. National Curriculum Council, 1992.
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Caporali, Enrica, and Vladimir Trajkovik, eds. Video Conference as a tool for Higher Education. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-108-9.
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The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achievement of the project's goal. The book includes several contributions focussed on specific topics related to videoconferencing services, namely how to enable such services in educational contexts so that, the installation and deployment of videoconferencing systems could be conceived an integral part of virtual open campuses.
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Vesco, Silvia. Spontanea maestria. Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-426-4.
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The appearance of Dr Vesco’s translation and study of Hokusai’s Ryakuga haya oshie, together with a full reproduction of the original book, is a matter of great excitement in the field of Japanese Studies. Hokusai has been known in Europe and North America for some 150 years. In his own country, he came to public attention about 1800, with youthful work produced under the name of Shunrô. He lived to the advanced age of 88, and when he died in 1849, he was one of the best-known artists in Japan. He was soon to be the best-known Japanese artist in the West, a status that he probably still holds. ‘Under the Great Wave off Kanagawa’ – often referred to simply as ‘Hokusai’s Great Wave’ (from the Thirty-six View of Mt Fuji) – is said to be the most immediately-recognisable piece of graphic design worldwide. Hokusai was a townsman living in a socially stratified society. He was not a member of the elite, though other famous artists were. He did neither depict elite topics, nor work for elite clients. Rather, Hokusai associated with the ‘Floating World’ (ukiyo) that is Edo’s leisure-time distractions. He also made views of his city, its surroundings, and the wider Japanese countryside, but he was not a great traveller, other than in his mind. Rather unrecognised is what Dr Vesco now brings to our attention. Hokusai saw his role as promoting the practice of art. Of course, he had his students, but as we see here, Hokusai also published out-reach volumes, aimed at introducing the joys of picture-making to amateurs who were not being formally instructed. The lessons were easy to follow, and also fun, as he reduced people animals and plants to basic shapes and formulae. Starting with the auspicious subject of Tang lions (kara shishi), Hokusai leads us through a range of topics, down to the demotic, such as clothes washing. Readers today will certainly find a smile crossing their face as they look through the pictures. Thanks to Dr Vesco’s careful translations, we can also understand the advice and commentaries supplied in Hokusai’s accompanying texts. An additional feature of Dr Vesco’s work will be of assistance to more specialist readers, as she has transcribed the original Japanese. This was no simple task, as it is written in abbreviated calligraphy (kuzushiji). At all levels, readers, art enthusiasts and those who love to create pictures will now have access to Hokusai’s most important study aid. We can delve into it, copy from, and chuckle at, just as people did when the volumes first appeared. Western readers might ponder something else: Ryakuga haya oshie appeared in 1812, as European countries were tearing themselves apart.
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Knoll, Franz, and Thomas Vogel. Design for Robustness. International Association for Bridge and Structural Engineering (IABSE), 2009. http://dx.doi.org/10.2749/sed011.
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<p>Robustness is the ability to survive unforeseen circum-stances without undue damage or loss of function. It has become a requirement expressed in modern building codes, mostly without much advice as to how it can be achieved. Engineering has developed some approaches based on tra-ditional practice as well as recent insight. However, know-ledge about robustness remains scattered and ambiguous, making it difficult to apply to many specific cases.<p> The authors' attempt to collect and review elements, methods and strategies toward structural robustness, using a holistic, almost philosophical approach. This leads to a set of consid-erations to guide selection and implementation of measures in specific cases, followed by a collection of applications and examples from the authors practice.<p>The world, engineering and construction are imperfect and not entirely predictable. Robustness provides a measure of structural safety beyond traditional codified design rules.
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Bear, John. Bear's guide to earning college degrees non-traditionally. C & B Pub., 1993.
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Bear, John. Bear's guide to earning college degrees non-traditionally. C & B Publishing, 1996.
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Hounam, Ian C. "General Advice on Installing Toolpack/1." In Ispra Courses. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-0879-6_16.
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Holton, Amanda J., and Renée D. Link. "Flipping for the Masses: Outcomes and Advice for Large Enrollment Chemistry Courses." In ACS Symposium Series. American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1223.ch009.
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Morrison, Alastair M. "Reflections on trends and issues in global tourism." In Tourism in development: reflective essays. CABI, 2021. http://dx.doi.org/10.1079/9781789242812.0019.
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Abstract This chapter reflects on the trends and issues that are buffeting international tourism in the early 2020s. The chapter begins by supplying clear and concise definitions of challenges, trends and issues for global tourism, as well as for opportunities. It identifies 100 specific trends and issues and presents a classification of three groups of these (market, supply and external factors). This is followed by a brief discussion of six types of trends and issues. The chapter wraps up with reflections on challenges for international tourism using the 10 As and ADVICE models developed by the author.
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Aurum, Aybüke, Meliha Handzic, and Adrian Gardiner. "Supporting Creativity in Software Development." In Current Issues in IT Education. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-753-7.ch006.
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This chapter examines the potential of the application of an individual creativity-enhancing technique (called SoloBrainstorming, or SBS) to improve the level of creativity of Information Technology (IT) students in performing information system (IS) requirements determination. Requirements determination, in the context of software development, involves gaining an understanding of the underlying issues related to a business problem, and also considering potential solutions. The chapter begins with a definition of creativity, followed by an overview of strategies suggested to enhance creativity. The SBS technique is then introduced, followed by a report of empirical results from its application. Finally, we offer advice for IT education in terms of incorporating creativity-enhancing techniques into the IT course curriculum.
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Foster, Nigel. "1. Exam Skills for Success in EU law." In Concentrate Questions and Answers EU Law. Oxford University Press, 2016. http://dx.doi.org/10.1093/he/9780198745280.003.0011.
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The Concentrate Questions and Answers series offer the best preparation for tackling exam questions. Each book includes typical questions, bullet-pointed answer plans and suggested answers, author commentary and illustrative diagrams and flowcharts. This introductory chapter sets out the book’s purpose, which is to provide a number of example questions on European Union (EU) law, which should be fairly typical of those met on degree level courses on EU law. The questions are then followed by a few sentences or paragraphs of comment on the type of question, the main aspects or elements to be considered in the question, various examiner’s tips on particular issues to be aware of, to include or indeed to avoid, and advice on structuring the answer. The suggested answers are designed to demonstrate how the particular questions should be answered to get a good mark, i.e., an upper second or better.
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Foster, Nigel. "1. Exam Skills for Success in EU Law." In Concentrate Questions and Answers EU Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198853190.003.0001.
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The Concentrate Questions and Answers series offer the best preparation for tackling exam questions. Each book includes typical questions, bullet-pointed answer plans and suggested answers, author commentary and illustrative diagrams and flowcharts. This introductory chapter sets out the book’s purpose, which is to provide a number of example questions on European Union (EU) law, which should be fairly typical of those met on degree level courses on EU law. The questions are then followed by a few sentences or paragraphs of comment on the type of question, the main aspects or elements to be considered in the question, various examiner’s tips on particular issues to be aware of, to include or indeed to avoid, and advice on structuring the answer. The suggested answers are designed to demonstrate how the particular questions should be answered to get a good mark, i.e., an upper second or better.
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Foster, Nigel. "1. Exam Skills for Success in EU Law." In Concentrate Questions and Answers EU Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198817857.003.0001.
Full textAbstract:
The Concentrate Questions and Answers series offer the best preparation for tackling exam questions. Each book includes typical questions, bullet-pointed answer plans and suggested answers, author commentary and illustrative diagrams and flowcharts. This introductory chapter sets out the book’s purpose, which is to provide a number of example questions on European Union (EU) law, which should be fairly typical of those met on degree level courses on EU law. The questions are then followed by a few sentences or paragraphs of comment on the type of question, the main aspects or elements to be considered in the question, various examiner’s tips on particular issues to be aware of, to include or indeed to avoid, and advice on structuring the answer. The suggested answers are designed to demonstrate how the particular questions should be answered to get a good mark, i.e., an upper second or better.
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Wilton, Lesley, Rubaina Khan, Clare Brett, and Paul C. Alexander. "Private Interactions in Online Discussions." In Handbook of Research on Online Discussion-Based Teaching Methods. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3292-8.ch015.
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Private discussion entries (called “notes” in this chapter) provide opportunities for instructors to engage with students for social and cognitive support in discussion-based online learning environments. Situated within discussion threads, embedded private communication allows for personalized engagement with students to support learning through in-place feedback, redirection, and encouragement. Nine themes of the affordances of private notes were identified through the collection and analysis of quantitative and qualitative data gathered from four instructors and the activities of 278 students in 11 online graduate education courses. The benefits of private, in-place interactions identified by the instructors include encouraging authentic participation, building trust and social presence, redirecting conversation, providing advice about learning online, and more. A discussion of the importance of in-place private communications in online learning for providing feedback, reassurance, and guidance is supported by examples and followed by suggestions for future research.
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Naharro, Susana Martínez, and Mónica Alagón Labarta. "E-Learning at the Polytechnic University of Valencia." In Global Information Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch161.
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Since 2000, the Open Polytechnic University has been working at e-learning methods as a commitment to introduction of Communication Technologies into training process. The development of grade and postgraduate subjects was a specific way of putting it into practice. The figures support our work; 200 courses have been developed at the moment and more than 10,000 students are using our e-learning platform. The future looks brilliant for e-learning when the development course process is a quality procedure and the contents are designed for online training purposes. Teachers must consider the online training materials differently from other training materials as there are distinct and specific pedagogical aspects to bear in mind; this is the reason why they follow the pedagogical modules structure designed by the Open Polytechnic University. On the other hand, teachers from the Polytechnic University of Valencia can take advice from the Open Polytechnic University in order to apply new technologies to their courses. The Open Polytechnic University offers training to teachers in e-learning and give them resources to improve their skills in order to teach their subjects by means of an e-learning platform. The courses development process at the Open Polytechnic University is a process called “stages and experts,” because several expert agents are involved. They work together in a multidisciplinary model that gives quality to the courses--a quality that is proven by the Open Polytechnic University stamp. All this process is based on our own author tool, e-learning platform, and pedagogical methodology.
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Gaffney-Rhys, Ruth. "1. Exam Skills for Success in Family Law." In Concentrate Questions and Answers Family Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198817482.003.0001.
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The Concentrate Questions and Answers series offers the best preparation for tackling exam and assignment questions. Each book includes key debates, typical questions, diagram answer plans, suggested answers, author commentary, and tips to gain extra marks. The aim of Concentrate Q&A Family Law 2018 is to show candidates how to display their learning. This chapter starts with tips for writing essays and answering problem questions, which are followed by four lists of exam hints. Where relevant, the assumption is that the exam is to be set internally. The first list consists of preparation advice, whilst the second and third cover the exam itself. Some of the points made in these lists are obviously applicable to any exam, law or otherwise. Even third-year students may gain from these lists, if only by way of a refresher course. The fourth list is exclusively concerned with family law exams (and assignments).
Conference papers on the topic "Advice on courses to be followed"
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Park, Young. "Supporting Student Success in Computing Courses Through Personalized Peer Advice." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3328778.3372586.
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Dol, Sunita Milind. "Animated Flowchart with Example Followed by Think-Pair-Share Activity for Teaching Algorithms of Engineering Courses." In 2018 IEEE Ninth International Conference on Technology for Education (T4E). IEEE, 2018. http://dx.doi.org/10.1109/t4e.2018.00048.
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El Basyouni, Mona, and Ibrahim Gouda. "A PROTECTIVE DESIGN PROCEDURE FOR CONVENTIONAL STRUCTURES CRITERIA TO BE FOLLOWED IN URBAN AND DESIGN COURSES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0863.
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Ali, Azad, and Scott Mensch. "Issues and Challenges in Selecting Content for Web Design Courses." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3220.
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This paper discusses the pedagogical considerations and the steps that have been taken by faculty members within a technology program to update their web design courses. The department of T echnology Support and Training (TST) - Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) has been updating their courses in response to technological changes and market demand. This study outlines the processes that were followed and the pedagogical considerations that have been taken into account when updating two ofthe TST’s web design courses. The paper explains first the challenges that web design educators lace when selecting content for their courses. The paper then outlines how these difficulties were addressed when designing the courses at the TST program.
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Sirkemaa, Seppo. "Learning Environment in the Digital Age: Supporting the Student." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2598.
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Technology can be utilized in education in several ways. Here we study development of a modem learning environment that integrates information technology into the learning process. Modern learning environments have two main functions: they can help in using traditional and digital media in learning. In addition, learning environment provides information on the courses and studies. A learning environment is also important in managing the technology and media in the digital age. We argue that learning environme nts can become a valuable source of advice and support learning during the studies. The theoretical contribution of this article is recognition of key dimensions of the learning environment.
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Blejan, Emilian Ionuţ, Gabriela Ciupitu, and Andreea Arsene. "Connecting the Customer Experience Concept with Pharmaceutical Care for Improving the Healthcare Status of Patients." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/19.
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Healthcare costs are rising worldwide, due to a series of factors related to increased spending on medication, aging, medication errors, adverse drug events and hospital admissions. Aging phenomenon is closely followed by an increasing burden of chronic diseases. New therapies used to treat chronic diseases have intensified the economic pressure on healthcare organizations. Pharmacists play an important role in lowering costs by reviewing the pharmacotherapy of patients. Pharmacists are also the link between the physician and the patient, providing free medical advice without the need for an appointment. Lowering the number of inappropriately prescribed drugs reduces the risk of adverse drug events that frequently contribute to prolonged and expensive hospital admissions. In the near future, a new approach is needed for long term results. Pharmacists will have to reshape the old concept of patient care, moving out of the negative feelings area derived from sickness and start to protect health instead of managing disease. It will result a shift from sick care to proactive healthcare experiences. Pharmacists will anticipate and solve patient’s problems before they can produce a displeasure. For maintaining a well-being state of patients is now necessarily to adopt or implement a patient centred strategy based on customer experience pillars. In Romania integrity matters most in customer experience, closely followed by personalization. In the new Era of pharmaceutical care, pharmacists will have to focus on patient experience and patient journey.
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Viswanathan, Vimal, and Shraddha Sangelkar. "Design of Multi-Purpose Products: Guidelines From a User Perspective." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67150.
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Multipurpose products are the artifacts with more than one intended or realized purposes. Abundance of multipurpose products in the market raises interesting questions about the desired customer preferences that lead to success or failure of such products in the market. This study aims to set the premise for developing design guidelines for multipurpose products. The study described in this paper is a qualitative content analysis of reviews of multi-purpose products available from online vendors. A traditional content analysis method is followed, where each sentence from the reviews is coded and categorized by three reviewers. Each category is then carefully analyzed and any redundancies are resolved. Finally, an interrater agreement is achieved between the three coders. The obtained categories shed light on customer expectations from multi-purpose products, their concerns, comments and experiences and their advice from the customer’s viewpoint for the design of such products. Each category identified here shows a potential research direction and a foundation for developing new guidelines for the development of such products.
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Bzymek, Zbigniew M. "Distant Teaching and Learning of BTIPS: Application in Pandemic Situation." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24533.
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Abstract The world’s technology is developing very rapidly. To anticipate the course and results of such development is a task that is very crucial for the success of many technological undertakings and expansions. Engineering design is the branch of engineering that should predict the results of that rapid development. It should equip society with the tools for directing and controlling that development. It is a complex task that faces big challenges. The main challenge comes from society advancement and from the technology development itself. If the directing and controlling are done right the development would bring many benefits to humanity and would make human life easier and more comfortable. Doing it right however requires increased knowledge of the new features of technology and more skills in its application. In the difficult pandemic situation that knowledge and skills should be even greater because the outbreak of the disease creates additional traps and dangers. These conditions have to be taken under consideration and accepted as normal. The role of engineering design is to predict what harmful elements would be coming from both technological and social sources. The real goal however would be to exceed the expectations and not only neutralize them but change them from harmful into neutral, and then from neutral into friendly and helpful. Such actions follows recommendations of BTIPS (Brief Theory of Inventive Problem Solving) and is outlined in the BTIPS’s module “Prediction”. At the same time the developing civilization brings dangers for humans that were unknown before. These are bacterial and viruses’ attacks that limit personal relations between humans, requires new ways and new elements of communications, especially in internet contacts and in distant learning procedures. The contents of these components should be accurately predicted, well-orchestrated, well designed and precisely described. Recommendations for introducing BTIPS as a tool of engineering education in new situation should be carefully proposed and illustration examples, using new communication tools, should be developed. These should be applied in engineering theoretical courses and in practical applications during the senior design course of study and in industrial practice. This should be precise, clearly anticipating difficulties, pointing possible errors and ways of avoiding them. Teaching examples of problem solving and personal ways of communications between individual students, between groups of students, as well as between students and instructors should be further discussed. The examples of design ideas and problem solutions generated by students in design courses that were described in previous works of the author and his co-workers [1] should be related to pandemic situation. To define and formulate rules of teaching BTIPS in the pandemic situation is the necessity of our times. On every step of our lives we face the challenge of preventing harms and destruction that can be done by the contemporary surrounding world. The preventing actions can be designed by following rules of BTIPS and by apply approach recommended in its modules. The proposal of utilizing BTIPS application examples using the internet as a tool of expression is described in this paper. All of these are pointed out and some recommendations and examples are called. Adding description of corrections to the engineering curriculum is necessary in the new situation. It is an intention of the author to demonstrate a fragment of practical distant lecturing by internet during the IMECE 2020 internet sessions using the internet network and distant support from UConn computer Laboratory in Storrs, CT. Some example solutions of the idea generation are quoted in this paper. The comments coming from author’s teaching experience will be given during the presentation and practical advices for students and instructors will be passed to the audience. This paper is a companion to IMECE 2017-70438 [1]. Some original examples given in the paper 79418 are recommended for following and will be run by internet in pandemic situation of IMECE 2020.
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Mitra, Aniruddha. "Incorporating Finite Element in Mechanical Engineering Technology Program via Three Existing Courses and by Introducing a Senior Level Elective in the Curriculum." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-59054.
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Finite Element Analysis has become a powerful tool for Industry, specially, in the Design and Development sector. In response to that, Mechanical Engineering Programs followed by Mechanical Engineering Technology programs all across the country are incorporating Finite Element Analysis as a part of their curricula. This paper describes the distribution of Finite Element Analysis amongst the junior and senior level courses in Mechanical Engineering Technology curriculum at Georgia Southern University. The links between these classes with sophomore classes are established. A stand alone senior level elective course that covers more in depth of Finite Element theory is also developed.
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Van Wyk, Norman, Kevin A. Johnston, Klaus Moeller, and Florian Haas. "Developing an IT Course for Emerging Technologies Using a Framework – An Example of an IoT Course V1.0." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4521.
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Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. The framework was tested by using it to build and deliver an IoT course. Contribution: The Framework could be used to support academics who have to create and develop IT courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom’s Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendation for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development.
Reports on the topic "Advice on courses to be followed"
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Kyllönen, Katriina, Karri Saarnio, Ulla Makkonen, and Heidi Hellén. Verification of the validity of air quality measurements related to the Directive 2004/107/EC in 2019-2020 (DIRME2019). Finnish Meteorological Institute, 2020. http://dx.doi.org/10.35614/isbn.9789523361256.
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This project summarizes the results from 2000–2020and evaluates the trueness andthequality control (QC) procedures of the ongoing polycyclic aromatic hydrocarbon (PAH)and trace element measurements in Finlandrelating to Air Quality (AQ) Directive 2004/107/EC. The evaluation was focused on benzo(a)pyrene and other PAH compounds as well as arsenic, cadmium and nickel in PM10and deposition. Additionally, it included lead and other metals in PM10and deposition, gaseous mercury and mercury deposition, andbriefly other specificAQ measurements such as volatile organic compounds (VOC)and PM2.5chemical composition. This project was conducted by the National Reference Laboratory on air quality and thiswas the first time these measurements were assessed. A major part of the project was field and laboratory audits of the ongoing PAH and metal measurements. Other measurements were briefly evaluated through interviews and available literature. In addition, the national AQ database, the expertise of local measurement networks and related publications were utilised. In total, all theseven measurement networks performing PAH and metal measurements in 2019–2020took part in the audits. Eleven stations were audited while these measurements are performed at 22 AQ stations in Finland. For the large networks, one station was chosen to represent the performance of the network. The audits included also six laboratories performing the analysis of the collected samples. The audits revealed the compliance of the measurements with the AQ Decree 113/2017, Directive 2004/107/EC and Standards of the European Committee for Standardization(CEN). In addition, general information of the measurements, instruments and quality control procedures were gained. The results of the laboratory audits were confidential,but this report includes general findings, and the measurement networks were informed on the audit results with the permission of the participating laboratories. As a conclusion, the measurementmethodsusedwere mainly reference methods. Currently, all sampling methods were reference methods; however, before 2018 three networks used other methods that may have underestimated concentrations. Regarding these measurements, it should be noted the results are notcomparable with the reference method. Laboratory methods were reference methods excluding two cases, where the first was considered an acceptable equivalent method. For the other, a change to a reference method was strongly recommended and this realized in 2020. For some new measurements, the ongoing QC procedures were not yet fully established, and advice were given. Some networks used consultant for calibration and maintenance, and thus theywere not fully aware of the QC procedures. EN Standards were mostly followed. Main concerns were related to the checks of flow and calculation of measurement uncertainty, and suggestions for improvement were given. When the measurement networks implement the recommendations given inthe audits, it can be concluded that the EN Standards are adequately followed in the networks. In the ongoing sampling, clear factors risking the trueness of the result were not found. This applies also for the laboratory analyses in 2020. One network had concentrations above the target value, and theindicative measurementsshould be updated to fixed measurements.
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.211133.
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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.