Relevant bibliographies by topics / Critical and thoughtful

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Critical and thoughtful'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Critical and thoughtful"

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Formica, Richard N., and Sanjay Kulkarni. "Being Thoughtful about Desensitization." Clinical Journal of the American Society of Nephrology 12, no. 11 (October 3, 2017): 1878–80. http://dx.doi.org/10.2215/cjn.09000817.

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Miller, Shari, Carolyn Tice, and Diane Harnek Hall. "Bridging the Explicit and Implicit Curricula: Critically Thoughtful Critical Thinking." Journal of Baccalaureate Social Work 16, no. 1 (January 1, 2011): 33–45. http://dx.doi.org/10.18084/basw.16.1.h535520178j2k033.

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Critical thinking lies at the core of social work practice given that decision making often is swift and occurs in a climate of uncertainty. The recent changes to the Educational Policy and Accreditation Standards developed by the Council on Social Work Education emphasize critical thinking by promoting an integrative curriculum design that distinguishes between explicit and implicit elements. This article presents critical thinking, embedded in critical theory, as a discipline-specific construct central to effective social work education and practice that links the explicit and implicit curricula. Definitions of critical thinking and their relationship to critical theory are discussed. The article argues that a critical theory framework can be applied to social work education via service learning to enhance critical thinking skills among undergraduates.
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MORAN CAMPBELL, E. J. "A Being Breathing Thoughtful Breaths*." American Journal of Respiratory and Critical Care Medicine 162, no. 6 (December 2000): 2027–28. http://dx.doi.org/10.1164/ajrccm.162.6.10-00hh.

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O’Brien, Kevin J. "Approaching Crisis in a Subjunctive Mode." Worldviews: Global Religions, Culture, and Ecology 25, no. 1 (March 23, 2021): 33–47. http://dx.doi.org/10.1163/15685357-20211004.

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Abstract An undergraduate course in religion is an ideal place to discuss climate change, and a key task in these classrooms should be teaching students to thoughtfully and critically engage narratives used to make sense of and respond to the issue. Debates about anthropogenic climate change depend upon broad stories about the nature of reality and the place of humans within it; scholars of religion can teach skills of rigorous analysis, thoughtful tolerance, contextual understanding, and critical thinking that will help students grapple with these narratives. Students who are trained to think this way gain skills to respond to the competing facts and despair that can all-too-often make talking and teaching about climate change difficult.
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Barnett, Ronald A. "The Thoughtful University: A Feasible Utopia." Beijing International Review of Education 1, no. 1 (March 22, 2019): 54–72. http://dx.doi.org/10.1163/25902547-00101007.

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Philosophers have long made allegations of a thoughtlessness in the world and, in the wake of their charges, critiques of thoughtlessness on the part of the university have also been made. Explanations for such thoughtlessness are rooted in both exogenous and endogenous sources. Thinking has not been vanquished entirely from the university but rather a malign thoughtlessness has descended on it. Drawing especially on Bhaskar’s Critical Realism, a conception of the thinking university is proffered here that both recognizes the deep structures at work and opens a sense of the university as an agent. Four criteria of university thoughtfulness are proposed. The prospects for such a cognitive culture emerging are explored, two phenomena being identified; first, that the social ontology of the university is widening and second, that contra postmodernism, universals associated with the university are increasing. Further, the constellation of reason has been displaced by the constellation of utility but a new constellation is struggling to emerge, which is calling for thought on the part of the university, namely the constellation of otherness. The thinking university is, therefore, a feasible utopia, its legitimacy standing up to the rigorous scrutiny of six conditions of adequacy. The thinking university is already living in the real world.
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Bein, T. "Empathy: some thoughtful reflections among a favorable attitude." Intensive Care Medicine 43, no. 8 (March 28, 2017): 1157–58. http://dx.doi.org/10.1007/s00134-017-4779-z.

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Addington, Susan, and Judy Roitman. "Soundoff!–Who Is Dick Askey and Why Is He So Upset about the Standards?" Mathematics Teacher 89, no. 8 (November 1996): 626–27. http://dx.doi.org/10.5951/mt.89.8.0626.

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Dick Askey is a mathematician at the University of Wisconsin. He is passionately concerned about students' understanding of mathematics. He does not talk the language of the Standards (NCTM 1989, 1991, 1995). In fact, he gets very upset by the language of the Standards. But he, and others like him, have a lot worth saying, and we need to listen. We have picked him as a representative of thoughtful critics of reform, and, yes, it is possible to be both thoughtful and critical of reform.
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Novotný, Petr, and Petr Rostek. "Perspective of Cross-Cutting Criteria as a Major Instrument to Determination of Critical Infrastructure in the Czech Republic." Research Papers Faculty of Materials Science and Technology Slovak University of Technology 22, no. 341 (December 1, 2014): 67–74. http://dx.doi.org/10.2478/rput-2014-0010.

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Abstract This paper is concerned by issue of cross-cutting criteria by view of European Union and relevant Member States and regional level. Therefore it defines general solution for designation process of critical infrastructure elements. The paper consequently presents comparison of cross-cutting criteria in the Czech Republic and European Union. Thoughtful look of crosscutting criteria and regional critical infrastructure is following collated by present knowledge in realm of critical infrastructure in the Czech Republic.
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Glenn, Gary D., and John Stack. "Response to Our Critics." Review of Politics 62, no. 1 (2000): 43–48. http://dx.doi.org/10.1017/s0034670500030230.

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We are grateful that the editors secured three thoughtful though critical responses to our essay. Such responses perform a service by calling to our attention matters we have insufficiently considered, pushing us to greater clarity, and perhaps revealing to us errors that we have overlooked.
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Karvelis, Noah. "Race, Class, Gender, and Rhymes: Hip-Hop as Critical Pedagogy." Music Educators Journal 105, no. 1 (September 2018): 46–50. http://dx.doi.org/10.1177/0027432118788138.

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Hip-hop is a truly African-American art form in every sense of the phrase. Multiple decades after its development into the genre that we recognize it as today, hip-hop firmly remains a fundamental and unique element of African-American culture that has experienced international presence and regard. As a direct result of deep involvement with African-American culture, hip-hop is uniquely placed as a tool for developing rich, critical understandings of an array of complex social issues. Through thoughtful inclusion and the music classroom, the lyrics, culture, and history of hip-hop can be taught in a manner that augments education, particularly in areas relating to race, gender, and class in society.
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Dissertations / Theses on the topic "Critical and thoughtful"

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Marcon, Alecson. "Saberes construídos e mediados por educadores sociais: impactos na formação crítico-reflexiva de jovens." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6373.

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-23T14:58:13Z No. of bitstreams: 1 Alecson Marcon_.pdf: 663372 bytes, checksum: 2cb5cdd2761a6858e85329719e0e3839 (MD5)
Made available in DSpace on 2017-06-23T14:58:13Z (GMT). No. of bitstreams: 1 Alecson Marcon_.pdf: 663372 bytes, checksum: 2cb5cdd2761a6858e85329719e0e3839 (MD5) Previous issue date: 2017-04-06
UNISINOS - Universidade do Vale do Rio dos Sinos
Esta pesquisa buscou compreender como que se dá a construção dos saberes, proposto pelos educadores sociais, nas aulas do Programa Jovem Aprendiz de duas Obras Sociais do Instituto Leonardo Murialdo, sendo uma em Porto Alegre e a outra em Caxias do Sul. Tendo como foco a educação popular, procurou entender como os educadores sociais ministram suas aulas e as estratégias por eles vivenciadas que corroboram para transformar os educandos do Programa Jovem Aprendiz em sujeitos críticos e reflexivos. Com o intuito de atender as demandas investigativas, o estudo pautou-se numa pesquisa qualitativa e ouviu por meio de entrevistas em profundidade e pela escrita da memória pedagógica, quatro educadores, sendo dois da Obra Social Murialdo de Porto Alegre e dois da Obra Social Murialdo de Caxias do Sul. Para complementar os dados coletados ouviu-se quatro educandos da Obra Social Murialdo de Porto Alegre, utilizando-se da escrita da memória pedagógica e diálogos em roda. Os aportes teóricos principais, que deram base ao estudo, foram Freire, Brandão, Gohn,Tardif, Giroux, Arroyo, Nóvoa, Vasconcellos. Para responder os objetivos da pesquisa, algumas questões – dimensões foram necessárias: Formação e concepções do educador social; Saberes e a práxis pedagógica do educador social; Desafios encontrados na gestão das aulas; Educandos: construção de sujeitos críticos-reflexivos; Ser educador social nas obras sociais Murialdo. O estudo concluiu que os saberes que favorecem a construção de sujeitos críticos e reflexivos não estão prontos, nem são dados, precisam ser constantemente construídos na parceria educador/educando, considerando as suas histórias pessoais e o contexto onde se inserem.
This research sought to understand how the construction of knowledge, proposed by social educators, is taught in the classes of the Young Apprentice Program of two Social Works of the Leonardo Murialdo Institute, one in Porto Alegre and the other in Caxias do Sul. Popular education, sought to understand how social educators teach their classes and the strategies they experience that corroborate to transform the learners of the Young Apprentice Program into critical and reflective subjects. In order to meet the research demands, the study was based on a qualitative research and heard through in-depth interviews and written pedagogical memory, four educators, two from the Murialdo Social Work of Porto Alegre and two from the Murialdo Social Work Of Caxias do Sul. In order to complement the collected data, four students of the Murialdo Social Work of Porto Alegre were heard, using pedagogical memory writing and dialogues in wheel. The main theoretical contributions, which gave basis to the study, were Freire, Brandão, Gohn, Tardif, Giroux, Arroyo, Nóvoa, Vasconcellos. To answer the objectives of the research, some questions - dimensions were necessary: Formation and conceptions of the social educator; Knowledge and pedagogical praxis of the social educator; Challenges encountered in class management; Educandos: construction of critical-reflexive subjects; Be a social educator in social works Murialdo. The study concluded that the knowledge that favors the construction of critical and reflexive subjects is not ready, nor is it given, needs to be constantly built in the educating / educating partnership, considering their personal histories and the context in which they are inserted.
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Books on the topic "Critical and thoughtful"

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Eugene, Hammond, ed. Critical thinking, thoughtful writing. 2nd ed. New York: McGraw-Hill, 1989.

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Unrau, Norman. Thoughtful teachers, thoughtful learners: Helping students think critically. 2nd ed. Don Mills, Ont: Pippin Pub., 2008.

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Barbara, Stout, and McMahon Christine, eds. Critical thinking, thoughtful writing: A rhetoric with readings. 5th ed. Boston, Mass: Wadsworth Cengage Learning, 2012.

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John, Chaffee. Critical thinking, thoughtful writing: A rhetoric with readings. 3rd ed. Boston: Houghton Mifflin, 2005.

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Barbara, Stout, and McMahon Christine, eds. Critical thinking, thoughtful writing: A rhetoric with readings. 4th ed. Boston: Houghton Mifflin, 2008.

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John, Chaffee. Critical thinking, thoughtful writing: A rhetoric with readings. Boston: Houghton Mifflin Co., 1999.

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Christine, McMahon, and Stout Barbara, eds. Critical thinking, thoughtful writing: A rhetoric with readings. 2nd ed. Boston: Houghton Mifflin Co., 2002.

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critical thinking, thoughtful writing. Cengage, 2010.

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critical thinking, thoughtful writing . Cengage, 2010.

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Critical Thinking, Thoughtful Writing. Wadsworth, 2014.

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Book chapters on the topic "Critical and thoughtful"

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Benshaul-Tolonen, Anja, Garazi Zulaika, Marni Sommer, and Penelope A. Phillips-Howard. "Measuring Menstruation-Related Absenteeism Among Adolescents in Low-Income Countries." In The Palgrave Handbook of Critical Menstruation Studies, 705–23. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_52.

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Abstract Benshaul-Tolonen et al. shine a light on two methodological issues impacting a research question that has received much attention recently: whether the provision of menstrual hygiene products reduces schoolgirls’ absenteeism in low-income countries. First, they identify bias in data sources, such as school records and recall data. Second, they show that limiting the focus to menstrual-related absenteeism obscures other threats that menstruation poses to educational attainment, health, and psychosocial well-being. To address these issues, the authors recommend the use of mixed methods, pre-analysis plans, and thoughtful consideration and validation of variables prior to study implementation. They also caution policymakers against overreliance on absenteeism as the sole outcome and overinterpreting results from existing studies that often lack scope and precision. They conclude with a call for more research on the links between menstruation and concentration, learning, self-esteem, and pain management.
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Wasylewicz, A. T. M., and A. M. J. W. Scheepers-Hoeks. "Clinical Decision Support Systems." In Fundamentals of Clinical Data Science, 153–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99713-1_11.

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AbstractClinical decision support (CDS) includes a variety of tools and interventions computerized as well as non- computerized. High-quality clinical decision support systems (CDSS), computerized CDS, are essential to achieve the full benefits of electronic health records and computerized physician order entry. A CDSS can take into account all data available in the EHR making it possible to notice changes outside the scope of the professional and notice changes specific for a certain patient, within normal limits. However, to use of CDSS in practice, it is important to understand the basic requirements of these systems.This chapter shows in what way CDSS can support the use of clinical data science in daily clinical practice. Moreover, it explains what types of CDSS are available and how such systems can be used. However, to achieve high-quality CDSS which is effective in use requires thoughtful design, implementation and critical evaluation. Therefore, challenges surrounding implementation of a CDSS are discussed, as well as a strategies to develop and validate CDSS.
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Miller, Chad, and Benjamin Lukey. "Creating a More Thoughtful and Compassionate Schooling Experience." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 562–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch027.

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Amidst the many calls for teaching critical thinking in our schools, this chapter argues that what is most important for education is philosophical thinking. The p4c Hawai'i pedagogy offers an approach to further philosophical thinking in schools while reconceptualizing what “philosophizing” entails. This chapter then presents the key elements of p4c Hawai'i pedagogy as a proven way to help develop teachers and classrooms that cultivate philosophical thinking. These elements are presented not only for K-12 classrooms but in the context of redesigning teacher education programs. This chapter is not presenting a program or curriculum but instead highlights key areas of change. Colleges of education must restructure their approach to current teacher preparation programs in order to instill, model, and foster the type of teaching that we wish to produce in our educators.
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Crawford, Caroline M. "The Distance Education Phenomena." In Critical Examinations of Distance Education Transformation across Disciplines, 112–42. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch006.

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The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.
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Peters, Kimberly M. "Challenging the Poverty Narrative Through Children's Literature." In Poverty Impacts on Literacy Education, 191–212. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8730-0.ch010.

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Poverty and homelessness are often portrayed in children's literature as an individual problem rather than a larger systemic issue involving societal inequities. Children's literature can be used as a means of self-affirmation and as an opportunity for dialogue around social justice issues in the classroom. Through thoughtful planning, identity work, and the use of critical frameworks, educators can evaluate the quality of children's literature, monitor their students' textual experiences, and plan for dialogue to promote change. This intentional planning will help students build a strong sense of self-agency and a broader understanding of how to think critically around improving the overall human condition.
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Wheeler, Winn Crenshaw, Patrick Englert, and Elizabeth G. Dinkins. "Queering K-12 Classrooms Through Literature Discussion and Dialogue." In Advances in Early Childhood and K-12 Education, 188–209. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch010.

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Schools are heteronormative and gendernormative spaces that reinforce a narrow range of experiences and identities. Creating classroom spaces that empower LGBTQ+ identities is critical in supporting K-12 learners to become thoughtful and empathetic learners. LGBTQ+ students continue to experience bullying, stereotyping, discrimination, and marginalization. This chapter focuses on supporting pre-service teachers' understanding of how to queer classroom spaces through the integration of intersectional children's and YA literature that affirms LGBTQ+ identities and experiences. Bishop's framework of mirrors, windows, and sliding glass doors is used with the addition of prisms. The prism provides a critical action to expand the notion and expectation of normal through intersectional representation.
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Kagan, Kate. "Boosting Engagement and Intercultural Competence Through Technology." In Engaging Teacher Candidates and Language Learners With Authentic Practice, 55–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8543-5.ch004.

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As instructors, we are continually learning from our teacher-candidates and our students while they are simultaneously learning from us. This mutually collaborative contribution is crucial to the learning process. For this reason, the course curricular should be designed to provide the aspiring teachers with as many opportunities as possible to ensure they gain the knowledge that's critical to helping them teach. The major aim of this chapter is to briefly overview the importance of motivation and engagement on teacher preparation process and student learning through thoughtful curriculum.
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McGrath, Jennifer L., and Arun K. Gosain. "Cleft Nasal Deformity." In Operative Plastic Surgery, edited by Gregory R. D. Evans, 541–50. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190499075.003.0053.

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While the lip deformity in unilateral and bilateral cleft lip and cleft palate patients may be the primary focus of parents, most surgeons agree that it is the stigmata of the cleft nasal deformity that is most conspicuous. The cleft lip nasal deformity has been a complex source of innovation for pediatric plastic surgeons for decades. Techniques have evolved as knowledge and experience have grown. Thoughtful surgeons continue to be critical of their outcomes and modify their technique throughout their careers. Here we discuss the fundamentals of the cleft lip nasal deformity and its primary and delayed repair.
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Ligocki, Danielle, and Martha Ann Wilkins. "The Truth We Can't Afford to Ignore." In Participatory Literacy Practices for P-12 Classrooms in the Digital Age, 57–72. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0000-2.ch004.

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Popular media has become a central aspect of life for many individuals. With that exposure to media comes imagery that contains messages both covert and overt that are readily consumed by the viewers. Adolescents are especially influenced by these images because of their frequency and use of media. This study addresses the ways in which middle school students interpret and internalize stereotypical imagery found in popular culture, specifically reality television, and examines the role of the teacher and greater school community in helping students to identify and mediate stereotypical images. Through participatory literacy strategies, classrooms everywhere can become an educative, critical, thoughtful space for both students and teacher.
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Stroud, Jason. "Samuel Spencer, Anti-Federalist." In North Carolina's Revolutionary Founders, 199–216. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469651200.003.0010.

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This essay is a sympathetic treatment of the often maligned Anson County judge Samuel Spencer. He is usually remembered, if at all, for the seemingly absurdist circumstances surrounding his death: according to legend, he was mortally wounded by a turkey. Yet Spencer was arguably the most thoughtful and eloquent critic of the Constitution at the Hillsborough convention of 1788. A Princeton alumnus, a wealthy landowner, and an early opponent of Great Britain’s colonial policies, Spencer joined the North Carolina superior court in 1777 and concurred in the court’s Bayard v. Singleton decision, a critical precedent in the development of judicial review. Well within the mainstream of Anti-Federalist thought, Spencer was not unalterably opposed to a stronger central government, but he recognized federal power could be abused, and he hoped his opposition to the Constitution would create pressure for amendments, including a bill of rights.
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Conference papers on the topic "Critical and thoughtful"

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Barrie, Thomas. "Urbanization of Suburbia: Context, Theory, and Design Strategies." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.60.

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This paper discusses ways in which a sense of place can be established and community supported through the selective and thoughtful urbanization of suburbia. Historical models of meaningful places and urbanity are described, critical inquiry regarding the contemporary built environment presented, and characteristics of successful and livable urban centers discussed. The appropriate transformation and application of theoretical and urban context strategies in suburban centers is presented through case studies of junior level projects from the College of Architecture and Design at Lawrence Technological University.
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Vasquez, Mike. "Qualification of Metal 3D Printed Parts for Production Use." In Offshore Technology Conference. OTC, 2021. http://dx.doi.org/10.4043/31144-ms.

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Abstract As more organizations incorporate additive manufacturing systems to produce production parts, it is becoming clear that successfully moving beyond prototyping requires a more advanced and thoughtful qualification strategy. To achieve the desired outcomes, organizations in the oil and gas sector now need to learn how to build a methodical and scalable system for measuring and characterizing materials, processes, and parts. This paper will discuss an approach to solving this problem within the context of 3D Printing using metal powder. For both new and experienced users of this technology there needs to be a recognition that the workflow prior to and after printing are just as critical in producing repeatable parts as the machine operation itself. Additionally, the relatively small sample size of machine to machine comparison in the oil and gas sector raises questions about the best strategy to use when builing a supply chain to support productionazition of 3D Printed components. This paper addresses this challenge by showcasing new software tools to manage the data generated within sensors on production scale 3D Printers that can then be connected directly to the materials and post processing workflows to provide users with actionable data to manage and troubleshoot their production process with efficiency.
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Pancorbo, Luis, Alex Wall, and Iñaki Alday. "Architecture as a System: Urban Catalysts for Lynchburg, Virginia." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.25.

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This paper proposes a critical analysis of “ARCH 2010 Introduction to Urban Architecture” at the School of architecture of the University of Virginia. The studiois part of an overall strategy that tries to subvert the traditional method of teaching in architectural design. In a conventional linear process, students start withthe design of a small-scale architectural object and continue to design buildings in progressively larger scales. Provided with a strong urban context, the 2010 Studio follows a sinusoidal transition of scale, moving from small to large and back again. The ultimate goal of the studio is to put forward/produce an urban architectural project by linking the architectural object with the urban landscape as catalysts for the change within the city. The architectural proposals should be a strategic and thoughtful response to previous research on existing urban systems, and should support the revitalization of public life in their immediate environment and in the whole city. The course was divided in four parts: Elements and infrastructures of the urban environment, developed at Charlottesville Down Town Mall, Urban systems and networks, strategic development plan for 9th street, and design of a mixed-use building and public space (The last 3 parts took place in Lynchburg, Virginia). To connect these four main “problems” there were “transitional exercises” inserted in between them. With the same critical attention, this paper will analyze the final results, the various stages of the course as well as the areas of overlap between different phases, specially designed to ensure the student’s awareness of the consistency of the complete process.
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Rappel, Ritch, Julian Dorscht, and Reena Sahney. "The Application of a Knowledge Transfer Taxonomy to Pipeline Construction Inspection Best Practices." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78523.

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The pipeline sector is facing a multi-faceted challenge regarding its workforce. Valuable knowledge is being lost as increasing numbers of technical experts and long-term employees exit the industry (due to retirement). Concurrently, the public spotlight is focused on the environmental impact of the pipeline industry. Therefore, robust construction of new pipelines and effective maintenance of aging infrastructure is increasingly important. Herein lies the challenge — How does the industry transfer the knowledge required to ensure that personnel have suitable competency to maintain the integrity of the pipeline system? A scenario where new personnel efficiently gain knowledge through experience is critical. An important aspect of achieving this is a more systematic and thoughtful approach to knowledge transfer. As part of its fundamental methodology for developing training and alternate methods for knowledge transfer, the team launched an initiative to review the literature and current industry approaches. This was done as a key input to developing a “Knowledge Taxonomy.” This tool simplifies the process for selecting the optimal method for effectively transferring key technical knowledge based on the desired level of competency (e.g., awareness building vs. mastery). Specifically, the team identified a number of consistent themes and combined them with both sound educational theory and industry experience to develop a tool in the form of a practical framework. This Knowledge Transfer Taxonomy was then applied to a specific knowledge gap in industry as a case study. This paper will 1. Summarize, at a high level, the results of the literature review and current approaches; 2. Describe the framework (i.e., Knowledge Taxonomy) developed by the team; 3. Discuss a case study involving the application of this framework to a specific and real challenge; and Through this work, the team identified and developed specific strategies and tactics to effectively overcome some of the barriers to knowledge transfer. These experiences will be shared in the context of a specific situation that typifies the current challenges industry is facing in effective knowledge transfer.
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Adams, Jon T., and Jia-Ru Li. "Software-Defined Radio for Positive Train Control." In 2012 Joint Rail Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/jrc2012-74189.

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United States (US) Freight and Passenger railroads and transit entities are preparing for the deployment of Positive Train Control (PTC) systems as soon as the end of 2012, and by Federal mandate, by the end of 2015. PTC depends on a reliable and robust wireless data link between train and wayside equipment, train and network access points, and waysides and network access points. While, for the wireless component, some spectrum has been acquired and initial functionality defined, there will be lessons learned and new expectations as systems are rolled out over this period and beyond. Since the average service life of radio equipment in rail and transit applications is in excess of 10–15 years, and a system design may remain in place for 20–25 years, the challenge is to ensure that wireless systems are flexible enough to adapt to technology changes that may occur during the radio system’s long service life. Software-Defined Radio (SDR) is the appropriate approach to deal with this future uncertainty. The worldwide cellular communications standards are a great example: 3GPP established its first 3G specification, Release-99, in the year 2000; there have been 7 full specification releases since then, demonstrating the challenges of predicting future use based on current expectation. Deployment and long-term maintenance account for the majority of system cost: when system deployment is expensive and time-consuming, the needs for flexible design are crucial. The maintenance cost should be added and weighted higher in the calculation for total cost of ownership. One can argue that fixed design is cheaper; however, the total cost of ownership may end up much higher when changes are needed before the end of the product’s expected service life. In Information Technology, the system performance doubles approximately every 18–24 months. Thoughtful radio design can leverage this generational improvement. To address the issue of broad interoperability and a forward-looking specification, radio experts, including transit systems integrators, Federal agencies, end device and chipset manufacturers, and researchers, from around the world have teamed up under the aegis of the Institute of Electrical and Electronic Engineers (IEEE) to establish a Positive Train Control group for the RF/PHY/MAC based upon the well adopted IEEE 802.15.4 standard. The outcome of this effort will ensure the maturity of a PTC specification and long term maintenance of this mission-critical PTC wireless interface protocol. With any new specification development, continuous vetting, modification and upgrade will occur over coming years to improve the functionality and stability. SDR architectures allow the radio system to follow the standard. SDR allows railroads to start system validation and hardware qualification now, in order to meet the required Federal deadline. Since SDR provides a continuous path for interoperability as radios can reprogram and reconfigure on the fly, the hardware can remain unchanged while interoperability and advances in standards can be met through software upgrade.
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6

Lu, Roberto F. "Design and Configuration of Machine Vision Robotic Cells in a Manufacturing System." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57234.

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Most fixed automations in traditional manufacturing systems are not equipped to manage product variations efficiently. This paper presents a design and configuration for a machine-vision-equipped robotic packing cell that is capable of managing a wide range of product sizes. Product size information is gathered at an earlier stage in the manufacturing process and then transferred electronically to the robot cell. Different controllers are needed to manage robot cell functions related to incoming product, machine vision, robot control, robot manipulator, and multiple layers of safety control information. Each controller, due to the nature of its function, has different advantages in processing different data types. In order to achieve the highest possible robot manipulator utilization rate, the assignment of information processing among controllers needs to be thoughtfully planned, especially for the critical mathematical routines. Coordination and calibration between charged-coupled device (CCD) cameras and robots in existing manufacturing facilities are configured with considerations for building vibrations, lighting conditions, and signal processing assignments among the available devices. System efficiency is improved when the vision signal, robot logical signal, and robot manipulator signal processing units are running cohesively in parallel. The capability of the machine-vision-assisted robot end effector automatic path adjustment, to pick up and pack different sizes of products dynamically, allows a higher level of flexibility and efficiency. This paper describes a feasible design and configuration for an integrated machine vision robotic cell in a manufacturing system.
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