Academic literature on the topic 'Short course providers'
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Journal articles on the topic "Short course providers"
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Stueland, Dean T., John E. McCarty, Peter Stamas, and Paul D. Gunderson. "Evaluation of Agricultural Rescue Course by Providers." Prehospital and Disaster Medicine 11, no. 3 (September 1996): 234–38. http://dx.doi.org/10.1017/s1049023x00043016.
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AbstractStudy objective:To assess the characteristics of rural emergency medical services providers involved in the prehospital care of victims of agricultural injuries and determine which aspects of an agricultural rescue course were perceived as most useful.Design:A questionnaire was sent to participants of a course designed for agricultural prehospital providers who had attended a farm accident rescue course between 1986 and 1993.Setting:A rural referral center in central Wisconsin.Participants:The questionnaire was sent to all persons who had participated in the course. Respondents to the questionnaire characterized their service experience and rated the topic areas in usefulness and whether the subject should be included in future courses.Results:A total of 459 surveys (44% of potential respondents) was returned. Of the respondents, 316 (74.4%) were men, and the mean age was 39.4 years. There were 247 (60.8%) who were volunteers, and an additional 126 (31%) were paid, on-call workers. There were 232 (56.4%) basic providers, and 365 (87.5%) were from a rural area. Many (n = 149; 36.9%) had not responded to farm accidents during the past year. Training course topics rated most useful were machinery extrication, tractor overturn, and enclosed-space rescue.Conclusions:Respondents to an evaluation of an agricultural rescue course primarily were rural, basic providers. Future development of courses for emergency medical technicians involved in agriculture rescue must account for this level of training. Such courses should be short and modular with an emphasis on continuing education, practice, and focus on the identified needs of the participants.
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Queiroz, Elisangela Martins de, Mónica Cecilia De-La-Torre-Ugarte-Guanilo, Kuitéria Ribeiro Ferreira, and Maria Rita Bertolozzi. "Tuberculosis: limitations and strengths of Directly Observed Treatment Short-Course." Revista Latino-Americana de Enfermagem 20, no. 2 (April 2012): 369–77. http://dx.doi.org/10.1590/s0104-11692012000200021.
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This study analyzed the limitations and strengths of the Directly Observed Treatment Short-Course (DOTS) for tuberculosis from the perspective of patients and healthcare providers in a Technical Health Supervision unit in the city of São Paulo, SP, Brazil. Four patients and 17 healthcare providers from nine Primary Care Units were interviewed from April to June 2006, after signing free and informed consent forms. The reports were decoded according to the speech analysis technique. The Theory of the Social Determination of the Health-Disease Process was adopted as the theoretical framework. The strengths were: establishment of bonds between healthcare providers and patients and the introduction of incentives, which promotes treatment adherence. Limitations included: restricted involvement of DOTS' healthcare providers and reconciling patients' working hours with supervision. Treatment adherence goes beyond the biological sphere and healthcare providers should acknowledge patients' needs that go beyond the supervision of medication taken.
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Al-Wathinani, Ahmed, Attila J. Hertelendy, Abdulmajeed M. Mobrad, Riyadh Alhazmi, Saqer Althunayyan, Michael S. Molloy, and Krzysztof Goniewicz. "Emergency Medical Providers’ Knowledge Regarding Disasters during Mass Gatherings in Saudi Arabia." Sustainability 13, no. 6 (March 18, 2021): 3342. http://dx.doi.org/10.3390/su13063342.
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The Hajj is a recurring annual mass gathering event with over three million attendants taking place at the same site for six days. During such events, major incidents and disasters can occur. It is crucial that Emergency Medical Services providers are sufficiently trained regarding disaster preparedness to respond appropriately. EMS-providers of the Saudi Red Crescent Authority who worked during the Hajj in 2016 were asked to complete a web-based survey, utilizing predetermined responses with 5-point Likert scale responses. Seven hundred respondents identified real disasters as the most common source of information about disaster preparedness and also indicated that a disaster management course was the most desired course for improving knowledge. The study has also highlighted a list of Life Support Courses providers feel should be offered as part of a disaster response training package. These findings highlight the importance of continuing education, which may be obtained through short, focused courses, or for small numbers of specialists through higher educational degrees, such as masters or doctorates. This study also examines the importance of media and its impact on increasing knowledge and awareness for EMS-providers. Consideration should be given to pairing novice providers with experienced personnel to disseminate knowledge and practical experience during Hajj missions. Simulated disaster drilling should be considered to introduce novices to the stress of mass casualty disaster response.
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Donati, Maria Anna, Jessica Boncompagni, Giuseppe Iraci Sareri, Sonia Ridolfi, Adriana Iozzi, Valentina Cocci, Alfiero Arena, and Caterina Primi. "Optimizing large-scale gambling prevention with adolescents through the development and evaluation of a training course for health professionals: The case of PRIZE." PLOS ONE 17, no. 5 (May 12, 2022): e0266825. http://dx.doi.org/10.1371/journal.pone.0266825.
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In the field of adolescent gambling prevention, there is a lack of intervention studies reporting and assessing training courses for the intervention providers. The present work fills this gap by realizing a dissemination study inside the PRIZE program aimed at modifying a set of cognitive protective factors and affective risk factors. The purpose of this work was twofold: To develop and evaluate a training course with the intervention providers (Study 1), and to assess the short- and long-term effects of the intervention itself (Study 2). The training course was delivered to 44 health professionals (32 females, Mage = 39.34 years). Results showed a significant increase of correct knowledge about gambling and a significant reduction of their susceptibility to probabilistic reasoning biases. Participants also actually learnt the main competencies to conduct the educational activities, they were satisfied for the training course received, and they felt high levels of self-efficacy. The intervention was implemented with 1894 high school students (61% males; Mage = 15.68 years). In the short term, we found a significant increase of adolescents’ correct gambling knowledge, random events knowledge, and probabilistic reasoning ability, and a significant decrease of superstitious thinking, monetary positive outcome expectation, and gambling-related erroneous thoughts and fallacious behavioral choices. In the long-term, a significant decrease of gambling frequency, gambling versatility, and gambling problem severity was obtained. Overall, this work highlights the importance to train prevention program providers in order to optimize the effectiveness of large-scale gambling intervention programs towards adolescents.
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Loukas, T., V. Stakia, S. Petousis, V. Daikidou, S. Nanoudis, and D. Rigopoulos. "Ability of non-health care providers to perform adequate cardiopulmonary resuscitation after attending a quite short course." Resuscitation 81, no. 2 (December 2010): S105. http://dx.doi.org/10.1016/j.resuscitation.2010.09.427.
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Meeks, Suzanne. "Short-Term Course of Mental Illness in Middle Age and Late Life." International Psychogeriatrics 9, no. 3 (September 1997): 343–58. http://dx.doi.org/10.1017/s1041610297004481.
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The heterogeneity in severe mental illnesses means that although some persons exhibit a chronic course in later life, others may recover for long periods or have episodes throughout the lifespan. The challenge to mental health providers is to identify those people most at risk for a chronic or relapsing course in later life. Data described here come from a prospective study of course and adjustment in severe mental illness for persons over age 40. The sample of 313 people, residing in the community and both in treatment and not in treatment, is unique. Six 8-month course patterns were identified; nearly one third of the participants had course patterns that were unstable, and one third were well across the 8 months. Older participants were more stable and less depressed, but otherwise were very similar to those in middle age. Demographic and history variables that predict long-term outcomes were not useful for predicting short-term recovery or relapse.
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Kirsten, Corinna Lina. "The Impact Of Training Courses On Financial Management Skills Of South African Small-Business Owners." International Business & Economics Research Journal (IBER) 12, no. 7 (July 16, 2013): 825. http://dx.doi.org/10.19030/iber.v12i7.7971.
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Short-term financial management skills are regarded as critical for South African small business owners to effectively manage their businesses so they may survive and grow. These skills can be developed by attending training courses, preferably those specifically designed for the small business environment offered by private sector service providers with the necessary experience and expertise. Record keeping, determining future profitability, managing working capital, measuring past performance, and tax and legal entity compliance are identified as key aspects in which small business owners require training. This study investigates the extent to which a training course, developed and presented by academics from the accounting profession, improved the knowledge of a group of South African small business owners regarding aspects of short-term financial management. A pre-test and post-test single group experimental design was used. In addition, the participants satisfaction with the training course and the trainers was assessed using a post-test design. The results show a significant increase in the participants knowledge of aspects of short-term financial management, as well as overall positive feedbac kregarding the training course and trainers. Challenges relating to language and the duration of the training course were identified. Future research on how such a training course could be combined with other types of interventions to further develop financial management skills is suggested.
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Pinkerton, Mark, Jahnavi Bongu, Aimee James, and Michael Durkin. "1475. Understanding Prescribing Practices for Uncomplicated Urinary Tract Infections (UTIs) in the Primary Care Setting: A Pilot Study." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S538. http://dx.doi.org/10.1093/ofid/ofz360.1339.
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Abstract Background Uncomplicated urinary tract infections (UTIs) should be treated empirically with a short course of narrow-spectrum antibiotics. However, many clinicians order unnecessary tests and treat with long courses of antibiotics. The objective of this study was to understand how internists clinically approach UTIs. Methods We conducted semi-structured qualitative interviews of community primary care providers (n = 15) and internal medicine residents (n = 15) in St. Louis, Missouri from 2018 to 2019 to explore why clinical practices deviate from evidence-based guidelines. Interviews were transcribed, de-identified, and coded by two independent researchers using NVivo qualitative software. A Likert scale was used to evaluate preferences for possible interventions. Results Several common themes emerged. Both providers and residents ordered urine tests to “confirm” presence of urinary tract infections. Antibiotic prescriptions were often based on historical practice and anecdotal experience. Providers were more comfortable treating over the phone than residents and tended to prescribe longer courses of antibiotics. Both providers and residents voiced frustrations with guidelines being difficult to easily incorporate due to length and extraneous information. Preferences for receiving and incorporating guidelines into practice varied. Both groups felt benchmarking would improve prescribing practices, but had reservations about implementation. Pragmatic clinical decision support tools were favored by providers, with residents preferring order sets and attendings preferring nurse triage algorithms. Conclusion Misconceptions regarding urinary tract infection management were common among residents and community primary care providers. Multifaceted interventions that include provider education, synthesis of guidelines, and pragmatic clinical decision support tools are needed to improve antibiotic prescribing and diagnostic testing; optimal interventions to improve UTI management may vary based on provider training level. Disclosures All authors: No reported disclosures.
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Villaseñor, Alberto, Moisés A. Arriaga, Roland D. Eavey, José Ignacio Santos, and Edgar Chissone. "Educational Outcomes of an Otitis Media Workshop for Primary Care Providers in Latin America." Otolaryngology–Head and Neck Surgery 118, no. 3 (March 1998): 394–96. http://dx.doi.org/10.1016/s0194-59989870323-7.
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Otitis media is a prevalent condition that can be diagnosed and treated by primary care providers skilled in otoscopy. Previous analysis demonstrated that brief, intensive instruction at one site in rural Mexico improved the test scores of health care providers and changed long-term practices (Eavey R, et al. Otolaryngol Head Neck Surg 1993;109:895-8). We wanted to confirm these test score findings at other sites. A didactic course on otitis media with a practical otoscopy workshop was conducted at six Mexican locations and in one Venezuelan city by an interdisciplinary group of physicians. The same coded test was given immediately before and after the course. The Wilcoxon test for significance of intra-subject performance before and after intervention was used as a nonparametric assessment. At all seven sites ( n = 190 subjects), test scores demonstrated statistically significant improvement (range = p < 0.001 to p < 0.0001). We conclude that this educational method consistently improved short-term knowledge of otitis media and that further teaching efforts and a longer term practice-impact study are warranted.
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Scott, Lancer A., Layne A. Madden, Amy E. Wahlquist, and Daniel W. Fisher. "Preparing for the Surge: A Half-Day Emergency Preparedness Training Course for the “Second Front”." Disaster Medicine and Public Health Preparedness 12, no. 1 (August 1, 2017): 121–26. http://dx.doi.org/10.1017/dmp.2017.30.
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AbstractPurposeClinical disaster medicine requires providers working collaboratively to care for multiple patients, yet many clinicians lack competency-based training. A 5-hour emergency preparedness training (EPT) curriculum was created using didactics, small group discussion, and scenario-based learning. The goal was to evaluate the effect of a short course on improving clinical-provider knowledge, confidence and skill.MethodsParticipants were enrolled in a medical university between 2011 and 2014. The course consisted of didactic lectures, small group exercises, and live mass-casualty training scenarios. Core competencies and performance objectives were developed by a task force and assessed via facilitator observation, pre- and posttesting, and a course evaluation.ResultsA total of 708 participants were trained, including 49.9% physicians, 31.9% medical students, 7.2% nurses, and 11% allied health personnel. The average percentage of correct answers increased from 39% to 60% (P<0.01). Following didactics, trainees met 73% and 96% of small group performance objectives. Trainees also met 68.5% and 61.1% of the mass-casualty performance objectives. Average trainee self-assessment of disaster-preparedness skill improved from 36 to 73 points out of 100.ConclusionA brief, intensive EPT course can improve the disaster knowledge and comfort level of a diverse group of clinical providers as well as foster disaster-performance skills. (Disaster Med Public Health Preparedness. 2018;12:121–126)
Dissertations / Theses on the topic "Short course providers"
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Mwansa, Judith RM. "An evaluation of the effectiveness of a service provider short course to prevent Fetal Alcohol Syndrome." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9404.
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Includes bibliographical references.Background: The Western Cape Province of South Africa has the highest reported rates of Foetal Alcohol Syndrome (FAS) in the world. Reported statistics on FAS in this province show that 40.5 to 46.4 per 1000 children aged 5 to 9 years have FAS compared to developed nations that reported 0.5 to 2 cases per 1000 births. The loss in human potential is immeasurable and various studies have shown that the financial cost is formidable. Each child affected by FAS may require an estimated $1 million to $2 million over the course of their lifetime to support remedial medical, educational and social costs. Primary prevention programmes targeted to women at risk of alcohol-exposed pregnancies could lead to measurable reductions in the incidence of FAS. An alcohol-exposed pregnancy (AEP) is a pregnancy that results when a sexually active woman is not on effective contraception and is involved in risky drinking. Aim: To evaluate the effectiveness of a training intervention to improve screening, identification and management of women at risk of alcohol exposed pregnancies.
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Le, Thi Thu Hien. "Quality assurance of soft skills courses: a comparative study of training organisations in Vietnam and Australia." Thesis, 2018. https://vuir.vu.edu.au/40056/.
Full textBooks on the topic "Short course providers"
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Ratner-Rosenhagen, Jennifer. American Intellectual History: A Very Short Introduction. Oxford University Press, 2021. http://dx.doi.org/10.1093/actrade/9780190622435.001.0001.
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American Intellectual History: A Very Short Introduction provides an introduction to the history of American thought from the sixteenth century up until the present. Long before the United States was a nation, it was a set of ideas, projected onto the New World by European commentators and explorers. American thought grew from this foundation of expectation and experience, both enriched and challenged over the centuries by developments including the Revolutionary War, westward expansion, the rise of capitalism, the proliferation of diverse religions, immigration, industrialization, and the emergence of the United States as a superpower. This introduction provides an overview of some of the most compelling episodes and abiding preoccupations in American thought, while showing how ideas have been major forces driving the course of American history.
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Sperino, Sandra F., and Suja A. Thomas. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190278380.003.0001.
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This chapter introduces the concepts discussed in the book. It begins by describing the facts of several cases where discrimination might have occurred, but then shows how judges dismissed these cases, finding that there was no discrimination. The chapter then discusses the key federal statutes that prohibit employment discrimination. It also provides readers with an overview of data demonstrating inequality in American workplaces. The chapter concludes by showing how Congress already placed limits within the federal discrimination statutes, making it unnecessary for the courts to add further limits. For example, the statutes provide short deadlines for filing claims and limit the remedies available to workers. The statutes also require workers to present their claims to an administrative agency before filing suit in court. Congress already limited discrimination law, making additional court-created limits unnecessary.
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Compston, Alastair. A short history of clinical neurology. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0014.
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More than any other branch of medicine, the practice of neurology depends on the classical methods of intuitive conversation, structured examination, and selective investigation. We teach the importance of eliciting an accurate neurological history. The key symptoms at onset are identified and their subsequent course defined. For the experienced clinician, this process becomes routine, efficient, and quick. The competent neurologist is the one who instinctively senses relevant components of the history, appreciates the most likely underlying disease mechanisms, reliably elicits the relevant physical signs, knows which investigations are necessary and assesses their relevance in the clinical context, provides a sensible clinical formulation, and communicates the situation accurately and sensitively to the patient and relatives. Rather than slavishly collecting an encyclopaedia of facts, in which the key issues may be lost in a surfeit of redundant information, the critical components are sifted and the subsequent conversation steered down an algorithm that seeks anatomical, physiological, and pathological explanations for what the patient describes.
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Zelden, Charles L. The American Judicial System: A Very Short Introduction. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/actrade/9780190644918.001.0001.
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Abstract The book provides a very short, but complete introduction to the institutions and people, the rules and processes, that make up the American judicial system. Jargon free and aimed at a general reader, it explains the where, when, and who of American courts. It also makes clear the how and why behind the law as it affects everyday people. It is, in a word, a starting place to understanding the third branch of American government at both the state and the federal levels, a guide to those wishing to know the basics of the American judicial system, and a cogent synthesis of how the various elements that make up the law and legal institutions fit together.
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Kumar M., Dileep. 50 short case studies in business management. UUM Press, 2012. http://dx.doi.org/10.32890/9789670474243.
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The Higher Education Institutions that run business management programs in Malaysia is under severe criticism from industry that the passing out management graduates do not have adequate practical exposure to the industry and lack of practical skills to deal industrial issues proactively as the catalyst of change.This indicates that the traditional management education curriculum, as presently constituted, may not be adequately preparing individuals for the challenges they experience as professional managers.To deal with this issue, many management institutes are adopting case study as a pedagogy, a hypothetical or actual business situation to formulate a recommended policy or decision based on the facts and figures provided, to induce practical exposure to the students by simulating case situations, which improve students analytical skills and decision-making skills.A case study in business management course is a rigorous analysis of an incident, situation, person, crisis or any such phenomenon or concept, in relation to industry, business or people in the organisations.It is well related to the management, process or methodology adopted by the organisation stressing analysis of chain of events for better change management in relation to business operation context. The case studies included in this book provides better perspective of various issues and situations in the business field.The cases are written from the field of Organisational Behaviour, Human Resource Management, Marketing, Business Ethics, International Business, Strategic Management, Business Laws and General Management. These case studies are to be thoroughly analyzed by the faculty members before applying that into the classroom. It is expected that the faculty members should refer to the similar case scenarios at local and international levels to stimulate students to have better discussion on the multifaceted issues or situation. Instead of a direct entry into theoretical concepts, the author suggests that the faculty members distribute these cases well in advance and invite students to come for creative discussions and practical solutions.By preparing solutions to case studies, the students will be exposed to a variety of business operations, business process, management roles, and business situations.Thus the case studies can adequately integrate theoretical concepts effortlessly in realistic situations with better referential skills.The 50 cases included in this book can extremely be valuable in preparing students a career in industry by giving better chance to develop analytical and decision-making skills in the classroom that meet up the challenges of industry.
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Skorzewska, Anna, and Allan D. Peterkin. Why Are the Health Humanities Relevant (and Vital) in Postgraduate Medical Education? Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0001.
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This introductory chapter provides a short history of medical humanities and continues on to give an overview of the limits of medical practice, evidence-based medicine (EBM), successes and failures, curricula, and the current state of medical humanities. The medical and health humanities have become a widespread discipline, with journals, institutes, and associations worldwide. Throughout undergraduate medical education, new courses, electives, programs, and research are proliferating. Yet there is very little officially documented about relevance and efficacy in postgraduate medical education. The chapters that follow provide both a rigorous argument for using the arts and humanities in postgraduate medical education and a practical “how-to” that will guide readers in developing arts and humanities initiatives in their own program or medical school. Each chapter provides ideas, hands-on lesson plans, and resources to pave the way forward.
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Summary of global and regional key facts and findings: The Global State of Democracy 2021: Building Resilience in a Pandemic Era. International Institute for Democracy and Electoral Assistance, 2021. http://dx.doi.org/10.31752/idea.2021.100.
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International IDEA’s Global State of Democracy Initiative has produced biennial analyses of democratic trends and developments worldwide since 2017. The Global State of Democracy (GSoD) 2021 reviews the state of democracy around the world over the course of 2020 and 2021, with democratic trends since 2015 used as contextual reference. This document is a summary of the key findings from each of the global and regional reports that is intended to provide readers with the highlights across the five reports in one (short) document.
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Schmid, Günther. A Working Lifetime of Skill and Training Needs. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.13.
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This chapter provides an overview of the key factors shaping individuals’ skill formation challenges and options by referring to the growing literature of ‘Transitional Labour Markets’ (TLMs) that examines the changing links between work and life beyond standard employment relationships. It starts by clarifying the key problems that must be addressed for understanding the skill formation challenges and highlights the need for a life course as opposed to a life cycle framing of the issue. A short overview of the TLM approach and a brief sketch of the main challenges of skill-capacity formation over the life course in Europe follow. The bulk of the chapter then examines the key issue of how risks associated with investing in the development of individuals’ skills capacities are shared. The paper concludes by reflecting on the utility of seeing working life as being centrally concerned with lifelong learning.
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Wells, Stanley. William Shakespeare. Oxford University Press, 2015. http://dx.doi.org/10.1093/actrade/9780198718628.001.0001.
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William Shakespeare: A Very Short Introduction provides a guide to the life and writings of one of the world’s greatest and best-known dramatists: William Shakespeare. Looking at his early life and education, it explores Shakespeare’s social and intellectual background and the literary traditions on which Shakespeare drew. Examining the theatres and theatrical profession of the time, it also considers how Shakespeare experienced this world, both as an actor and as a writer. Examining Shakespeare’s narrative poems, sonnets, and all of his plays, this VSI outlines their sources, style, and originality over the course of Shakespeare’s career, to consider the fundamental impact his work has had for subsequent generations.
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Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602482.001.0001.
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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST. It includes worksheets to aid therapists in treatment planning. Detailed descriptions of the core SST interventions, which are conducted during a 16-week course of therapy, are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples; it includes worksheets that can be used by the client to enhance learning and at-home application of the skills.
Book chapters on the topic "Short course providers"
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Langeland, Eva, Lenneke Vaandrager, Anne Britt Vika Nilsen, Marco Schraner, and Claudia Meier Magistretti. "Effectiveness of Interventions to Enhance the Sense of Coherence in the Life Course." In The Handbook of Salutogenesis, 201–19. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_20.
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AbstractThis chapter provides an overview of the effectiveness of programs and interventions that aim to strengthen the sense of coherence (SOC) throughout the life span. The authors report on more than 40 studies investigating the effectiveness of interventions to strengthen the SOC. They structure and summarize findings for young people, employed and unemployed adults, health professionals, people with disabilities, people with psychosomatic and mental health problems, people with physical problems, hospital patients, and older people. Even though most studies are limited to short-term pre-test and post-test study designs, a few studies have investigated the effects of intervention for longer follow-up periods of up to several months and even more than one year.
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Zelden, Charles L. "2. Roles and functions." In The American Judicial System: A Very Short Introduction, 16–32. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/actrade/9780190644918.003.0002.
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Abstract This chapter explores the roles served and the functions provided by American courts at each of the four levels of courts. Arguing that form follows function and function is linked to form, it describes in detail the services that each level of court provides, from trial courts of general jurisdiction’s emphasis on dispute resolution, law enforcement, administrative oversight, sanctioning powers, and procedural supervision to the error correcting and policymaking functions of appellate courts. Finally, it explores and answers the question of why it is that the United States, more so than other countries, depends so much on courts of law to provide essential legal functions.
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Konstantinidis, Angelos. "Developing an online course on virtual exchange for teachers: a reflection on the design and implementation." In Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference, 127–40. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.46.1138.
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Virtual Exchanges (VEs) are flourishing yet there are still few courses in higher education that offer in-service teachers the fundamental theoretical and practical knowledge necessary to organize and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on VEs in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and principal course aims and learning outcomes, and the syllabus and assessment tasks are then reviewed. Course evaluation throughout the years is briefly reported as well as other outcomes. The results are positive overall both in terms of how students evaluated the course and the competences they acquired, although a couple of limitations are recognized. The study concludes with a reflection on the process of course design and the challenges faced.
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Edwards, Jesse. "Writing Across the Curriculum." In Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities, 221–45. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5332-2.ch010.
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This chapter will provide insight into this author's experience during the Summer 2021 Writing Across the Curriculum Faculty Learning Community. This work is a qualitative conceptual presentation of ideas planned for use in various laboratory courses within the Chemistry Department at Florida A&M University. The courses encompass General Chemistry I and II labs for STEM majors, and various Chemistry majors' special topics and short courses laboratories. The General Chemistry labs are traditional labs with 2 hours and 50 minutes of contact time mostly aimed at exposing students to practical techniques, instrumentation, and concepts in Chemistry. As a requirement for all STEM majors and the majority of College of Allied Health students, the General Chemistry laboratories are taught as departmental courses with common syllabi provided for each individual section and the same laboratory assessments for several sections. Additional constructs will be suggested for Chemical Seminar and Short Courses, a research course.
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Friðriksdóttir, Kolbrún. "Significant determinants of student retention and efficient engagement strategies in LMOOCs." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 119–23. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1445.
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This article provides evidence of critical factors of student retention in Language Massive Open Online Courses (LMOOCs). The study used multiple sources: tracked retention data (n=43,000), survey data in correlation with tracking data (n=400), and qualitative data (174 informants) from a survey (Friðriksdóttir, 2018, 2021a, 2021b). The data came from learners in seven courses and across different delivery modes in the LMOOC program Icelandic Online (IOL, https://icelandiconline.com). First, analysis of the tracking data revealed low overall completion rates and that retention was highest in the blended mode of delivery. The analysis also uncovered a specific dropout pattern and pattern of user engagement. Second, the survey study identified six content-related and four tutor-related engagement factors and that learners’ differing goals for course participation influenced retention. Finally, qualitative data analysis revealed intrinsic and extrinsic motivational factors responsible for course completion, whereas non-course-related factors affected retention among dropouts. Overall, the study identified multi-ranged determinants of student retention.
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Winnicott, Donald W. "Where Angels Fear to Tread, Or A Comment on Generic Teaching." In The Collected Works of D. W. Winnicott, 339–44. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271374.003.0081.
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In this unpublished paper Winnicott decries the new suggestion at this time (1958) that those involved in social work are given a short course of ‘generic’ training to enhance their professional expertise. He argues that ‘generic’ is a descriptive term and that such a training course does not necessarily provide the depth of specialistion that individual social workers of many types and kinds need. He is particularly concerned at how the selection of candidates for special social work courses is made and how well they may be supervised in their work.
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Dooly, Melinda. "Virtual exchange in teacher education: is there an impact in teacher practice?" In Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference, 101–13. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.46.1136.
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This text presents the results of surveys and interviews of Former Students (FSs) who have taken part in a teacher education course that began in 2004 (still on-going) and that includes Virtual Exchange (VE). The study aimed to look at the impact of two teacher education courses, imparted collaboratively between geographically-distanced universities for over a decade. The course design aims to introduce VE, both theoretically and empirically, as an approach to foreign language teaching in primary and secondary schools. The data are drawn from an online survey as well as in-depth interviews with FSs enrolled in the course between 2004 and 2015. The findings indicate that a significantly high percentage of the FSs who had been exposed to VE had been involved in or intended to implement VE in their own teaching and that the course had provided them with the knowledge and confidence to do so.
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Korkealehto, Kirsi. "Quality for online language courses – a coaching program for teachers." In CALL and complexity – short papers from EUROCALL 2019, 236–40. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1015.
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Finnish universities of applied sciences are building a shared digital course offering, and therefore, digital pedagogy and teachers’ competences are being developed via the eAMK project which provides a nationwide coaching program. The program started early in 2018 to ensure that the staff competence in digital pedagogy is timely and that the quality of the courses offered through CampusOnline.fi is consistent and as high as possible. Language teachers take part in the coaching program as a subgroup in which the focus is on language specific topics and issues. The aim was to cover all language competences and to offer suitable digital solutions for them all. The coaching program includes webinars, online and face-to-face meetings, and guidance and workshops. The participating language teachers considered the coaching program beneficial; especially peer feedback, webinars, and workshops were regarded as supportive. The sessions were arranged according to the teachers’ timetables which enabled regular participation.
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Cimino, James J. "The Biomedical Informatics Short Course at Woods Hole/Georgia: Training to Support Institutional Change." In Transforming Biomedical Informatics and Health Information Access: Don Lindberg and the U.S. National Library of Medicine. IOS Press, 2022. http://dx.doi.org/10.3233/shti210981.
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The U.S. National Library of Medicine’s Biomedical Informatics Short Course ran from 1992 to 2017, most of that time at the Marine Biological Laboratory in Woods Hole, Massachusetts. Its intention was to provide physicians, medical librarians and others engaged in health care with a basic understanding of the major topics in informatics so that they could return to their home institutions as “change agents”. Over the years, the course provided week-long, intense, morning-to-night experiences for some 1,350 students, consisting of lectures and hands-on project development, taught by many luminaries in the field, not the least of which was Donald A.B. Lindberg M.D., who spoke on topics ranging from bioinformatics to national policy.
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Martini, Juliane. "Beyond frequency: evaluating the lexical demands of reading materials with open-access corpus tools." In CALL for widening participation: short papers from EUROCALL 2020, 215–20. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1191.
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The aim of the present study was to evaluate the appropriateness of open-access reading materials for an intensive English for Academic Purposes (EAP) course, and to provide teachers with a set of criteria to select online texts systematically and efficiently. The Corpus for Veterinarians (VetCorpus) was compiled and analyzed using Lextutor corpus tools. Taking into account students’ vocabulary size, background knowledge, word frequency, proper nouns, compound words, and cognates, the VetCorpus was considered useful and appropriate for intermediate level students, but too difficult for elementary level students. Further lexical analysis showed that the VetCorpus also provides learners with opportunities to encounter technical and academic vocabulary.
Conference papers on the topic "Short course providers"
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Aslanidou, Ioanna, Valentina Zaccaria, Amare D. Fentaye, and Konstantinos G. Kyprianidis. "Development of Web-Based Short Courses on Control, Diagnostics, and Instrumentation." In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-14395.
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Abstract As a consequence of globalization and advances in digital tools, synchronous or asynchronous distance courses are becoming an integral part of universities’ educational offers. The design of an online course introduces more challenges compared to a traditional on campus course with face to face lectures. This is true especially for engineering subjects where problem or project-based courses may be preferred to stimulate critical thinking and engage the learners with real-life problems. However, realizing this with distance learning implies that a similar study pace should be kept by the learners involved. This may not be easy, since individual pace is often a motivation for choosing a distance course. Student engagement in group projects, collaborations, and the proper design of examination tasks are only some of the challenges in designing a distance course for an engineering program. A series of web-based courses on measurement techniques, control, and diagnostics were developed and delivered to groups of learners. Each course comprised short modules covering key points of the subject and aimed at getting learners to understand both the fundamental concepts that they do not typically learn or understand in the respective base courses and to build on that knowledge to reach a more advanced cognitive level. The experience obtained in the courses on what strategies worked better or worse for the learners is presented in this paper. A comparison between the courses provides an interesting outlook on how the learners reacted to slightly different requirements and incentives in each course. The results from the evaluation of the courses are also used as a base for discussion. The background and availability of the learners is closely linked to how a course should be designed to optimally fit the learning group, without compromising on the achievement of the learning outcomes. This series of courses is a good example of continuous professional development courses in the field of control, diagnostics, and instrumentation (CDI), and brings with it a number of challenges and opportunities for the development of online courses.
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a positive lesson, –. "Teaching Programming during COVID lockdowns." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100886.
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As an immediate response to the economic impact of COVID, in 2020 regional UK governments promoted short-term funded university courses to enable individuals that were redundant or furloughed to reskill in the area of software development. One of the courses developed was a novel Post Graduate Certificate in Software Development (Cert), based on a well-established MSc in Software Development (conversion) course (MSc SD) delivered at a local University. The course attracted over 700 applications, enabling the application of higher entry criteria than the MSc SD. Differences in the entry criteria and delivery format (entirely online for Cert) presented a unique Action Based research opportunity. This paper initially reports on course performance of the Cert in comparison to the MSc SD. It then provides an analysis of impact and differences within the enhanced entry criteria for the Cert. Providing discussion and recommendations for entry criteria and delivery mechanisms for similar courses.
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Boyer, Keith M., Kurt P. Rouser, and Timothy J. Lawrence. "Development of an Aero-Thermodynamics Course to Aid an Undergraduate Propulsion Track." In ASME Turbo Expo 2005: Power for Land, Sea, and Air. ASMEDC, 2005. http://dx.doi.org/10.1115/gt2005-68383.
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This paper describes the development and assessment of a sophomore-level, aero-thermodynamics class structured to meet the needs of both the Department of Aeronautics and Department of Astronautics at the United States Air Force Academy. The course was developed following ABET EC2000 guidelines. Because of the large core class requirement placed on students at the USAF Academy, this single course was developed as an alternative to students taking traditional separate thermodynamics and gas dynamics courses. Benefits and tradeoffs of this approach are presented. The general philosophy in developing the course was to provide solid foundations in thermodynamics and compressible gas dynamics while motivating and inspiring students to their chosen engineering profession. To that end, the course is loaded with practical applications and hands-on laboratories. Engineering rigor was maintained by inclusion of an unsteady, three-dimensional control volume formulation of the governing equations, emphasizing assumptions and their implications, and enforcing engineering analysis methods. Quantitative assessment of specific performance criteria demonstrates achievement of educational outcomes. Student course critique scores provided additional quantitative data. Finally, an initial assessment of course impact on two different undergraduate propulsion classes demonstrates the intended result — improved understanding of fundamentals allowing for expanded coverage in other areas. In short, the propulsion tracks in both departments appear to be improved.
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Ahmadian, Reza, Nicolas Tcherniguin, and Jean-François Tiberti. "Offshore Topside Weight Prediction Using Data Science." In ASME 2020 39th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/omae2020-19210.
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Abstract The history of engineering shows many design solutions undergoing further improvements over time to optimize the system and eventually perfect it. However today, with a tendency for design specifications to be much stricter and with ever increasing commercial pressure to save time, materials and cost, there is a need to reach perfectible limits of an engineering system in the first step of the design process. It is therefore increasingly necessary to anticipate the design in a shorter time to maintain the schedule and therefore the competitiveness of the project. This emerging reality is most evident during the early phase of projects when the time is very short to prepare a robust budget in a competitive situation (either between solutions or providers). In this scenario, precise estimation of weight (which is strongly correlated to cost) and a prediction of its evolution during the course of all phases of an offshore project is critical when considering the overall economics, and hence the viability, of a development. The objective of this paper is to provide a summary of a digital initiative, sponsored by the Onshore/Offshore Global Business Unit (GBU) of TechnipFMC, with the aim of using data science and data mining techniques to improve the operational efficiency of our activities. This digital initiative aims to better understand the evolution of the weight of offshore industrial projects that TechnipFMC designs and identify the impact of each influencing variable. During the first phase, data mining algorithms are developed to automatically extract the influencing variable data from past project documentation including graphs from scanned documents using data science techniques such as transfer learning. In the second phase, the extracted data is automatically stored in a data base allowing analysis for specific causes of variance in weights. During the third phase, statistical models are used to highlight the influencing variables and their impact on the evolution of weight, giving trends which lead to an understanding of the increase or decrease of the weight. Finally, the developed algorithms can provide an estimation of the topside weight according to the design basis variables of a new project using machine learning techniques.
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Wood, Denise May, Greg Auhl, and Sally McCarthy. "Accreditation and quality in higher education curriculum design: does the tail wag the dog?" In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9365.
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Increasingly, the higher education sector is driven by sets of standards that describe quality – internal institutional standards that consider curriculum, teaching and delivery to students and external standards from both the sector and the professions that describe expectations, content, skills and attitudes that curricula must address to support graduate outcomes. Quality is the focus of these requirements, and yet quality in higher education remains a messy problem, with no clear framework (Kundu, 2016) and numerous variables that confound the problem. We ask what comes first: the external standards that accredit a university to provide education for a profession, or internal standards that focus on quality teaching and learning opportunities. The paper presents a short case study that highlights the challenge for course leaders pressured to meet industry requirements, and the impact this has on their awareness and capacity to design a transformational curriculum for students. We conclude that it is the difference between an aspirational courses, whereby quality is focussed on the learning design for student experience, and a compliant course, where quality is focussed on meeting static requirements.
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Barnhart, Betsy. "Adaptation In 3D Modeling Pedagogy: How Covid-19 upended then improved course outcomes." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002015.
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Covid-19 thrust Industrial Design education into virtual learning in the spring of 2019, with fully remote or hybrid learning continuing at many institutions throughout the 2020-2021 academic calendar. This paper discusses how meeting the needs of students with various levels of ability in a computer-aided design (CAD) course while fully online unexpectedly created a number of novel approaches for teaching and providing feedback for both in person and remote education. Traditionally in person CAD courses have relied on instructors providing brief tutorials followed by students following textbook assignments or completing CAD projects. Many CAD courses have also been using a flipped classroom model, integrating short video demos the instructor would record for students to watch prior to the in person class. This method is preferred by students over traditional lecture format (Boronyak, 2021). When our CAD course was unexpectedly turned into a fully virtual course, neither of these methods effectively met the needs of students. The class time became disjointed, with just one students question taking over the virtual space, leaving other students frustrated. This paper follows the hypothesis that if students learning complex 3D modeling programs are provided with video tutorials beyond short demos, but have access to videos walking through each chapter when learning new content, followed by similar assignments without instruction, students of all abilities will be able to understand and learn the content, developing stronger CAD skillsets as industrial designers. Therefore, the goal is to explore tools for academia to efficiently teach CAD virtually or in person to a broader set of students, raising the abilities and understanding of all students at their own pace.This paper discusses how over three years two scenarios were explored, teaching CAD fully remotely and then integrating the methods used back into in person learning. When fully remote the instructor created videos working through each chapter assigned prior to each class, with added verbal explanations of the content. Additional assignments were created through CAD drawings reinforcing content from each chapter, but without instruction. In addition, the instructor created video recordings of themselves working through students questions in Solidworks, sending only the recording back to the student so they could follow along at their own pace. These teaching methods were integrated into the curriculum when the course resumed in person learning. The videos made it possible for everyone in the class to progress at their own speed, students could reference the videos when the instructor was helping other students. Students continued to email CAD files to the instructor for projects and were provided a video tutorial of the instructor walking through the CAD and explaining how to solve the issues. At the end of the course students perceptions were evaluated by an anonymous survey. CAD projects completed prior to virtual learning and after the course was restructured were compared, showing an increase in build complexity and understanding. We see this initial investigation within this institution as a model for further investigations at other institutions and professional practice.
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Kushner, P. S., L. A. Kistrina, and I. M. Kachan. "FORMATION OF PHONETIC SKILLS AT THE LESSONS OF FOREIGN LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-172-176.
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The article discusses the importance of teaching phonetics as part of a short course of learning a foreign language, when the program does not provide a special introductory phonetic course for a new foreign language, examples of exercises for Spanish and French for the formation of correct pronunciation skills are given.
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Ratniece, Laura. "Tiesas procesa izspēles kā vērtīgs mācību uzdevums tiešsaistes studiju vidē: izaicinājumi un iespējas." In The 8th International Scientific Conference of the Faculty of Law of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/iscflul.8.1.05.
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This article focuses on moot courts as a valuable learning exercise in online study environment, outlining challenges and opportunities thereof. It also provides a short overview of online learning environment and the connection between learning exercises and learning outcomes. The key idea proposed by the article is that the fact that a study process takes place online does not change the intended learning outcomes. It is therefore necessary to use such learning exercises that would be effective in online environment, as well. A moot court is a learning exercise of this kind.
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Alyafei, Nayef, Albertus Retnanto, and G. Benjamin Cieslinski. "A Case Study on the Benefits of Implementing an Introductory Short Course on Oil and Gas to High-School Students." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210485-ms.
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Abstract This paper highlights the benefits of a five-day short course on the basics of petroleum engineering for high-school students. Moreover, the course aims to introduce the oil and gas sector to students and stimulate their interest in considering petroleum engineering as a major in their future studies. The five-day short course was designed for two contact hours per day (a total of ten hours). The format adopted was approximately one hour covering the technical content, followed by one hour of experimentations. The course was conducted virtually, where the instructor conducted all the experiments. The students were encouraged to participate and take notes to make the session more dynamic. This paper will discuss the exact content covered every day in both lectures and experiments for people to follow. The equipment used in all experiments was very simple and easily procured. Twenty of the student participants filled out a survey at the end of the program. The outcome highly indicates that the students demonstrated a good understanding of the oil and gas sector as well as the objectives of considering petroleum engineering as a major. This program attempts to build bridges between the STEM education pipeline and the new demand for talent in the oil and gas sector. The novelty of this work is the high impact we observed on students’ motivation and potential enrollment to study petroleum engineering. Overall, the program is short and offers simple yet engaging content. Any school can easily adapt this program, and in this paper, we provide detailed guidelines to do so.
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Griffith, Tamara, John Surdu, and Crystal Maraj. "A quiz game for jumpmaster training: design and development considerations." In The 8th International Defence and Homeland Security Simulation Workshop. CAL-TEK srl, 2018. http://dx.doi.org/10.46354/i3m.2018.dhss.003.
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"The Maneuver Center of Excellence (MCoE) develops doctrine and provides Jumpmaster training. They are interested in strategies to build knowledge retention and improve test performance without lowering performance standards. Students of the Jumpmaster course are required to gain proficiency in airborne operations during a short period of time. In order to meet the needs of the MCoE, the Army Research Laboratory funded the development of a tool for training called the Learning Master (LM). This paper describes a systems engineering approach to the design and development of the LM prototype. The LM system was presented to students in the Jumpmaster course to assess the usability of the application. Finally, the paper discusses potential limitations and presents the path forward to improve the LM application for future use."
Reports on the topic "Short course providers"
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 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.
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Iselin, Columbus O'Donnell. Preliminary report on the prediction of "Afternoon Effect". Woods Hole Oceanographic Institution, December 2022. http://dx.doi.org/10.1575/1912/29562.
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With moderate or light winds and a clear sky the diurnal heating which occurs near the sea surface can cause a serious reduction in the range of submarine detection, especially on shallow targets. This has usually been called the “afternoon effect", although as will be noticed below the ranges often remain short long after sun down. The heating of surface waters which causes such sharp downward refraction can of course be noted on a bathythermograph record, provided pen vibration does not confuse the upper part of the trace. Unfortunately it is the upper 20 or 30 feet of a bathythermograph curve which in the case of ships moving faster than 12 knots is often somewhat difficult to read with sufficient certainty. Moreover, in planning a days operations it is clearly desirable to know in advance how much reduction in range may be expected from diurnal warming.
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Prusky, Dov B., Tesfaye Mengiste, and Robert Fluhr. Mechanisms activated by fungal-based host pH modulators during quiescent infections and active postharvest disease development. United States Department of Agriculture, 2011. http://dx.doi.org/10.32747/2011.7597911.bard.
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This project aims were to provide new insights on the mechanisms activated during alkalinization and acidification of the infection court by Colletotrichum and Botrytis spp. respectively that will lead to quiescent infection-development on tomato fruits. We have chosen these pathogens due to their contrasting life style of alkalinization and acidification, respectively. We will study the roles of these fungal-based host-pH modulators in modulating host gene expression during quiescent infection development and compare these roles with those governing active colonization as a basis for developing novel strategies for control of postharvest diseases. The aims will be pursued through: Characterization of the effects of pH modulation on fungal-plant cell-cell signaling and on the fungal and plant transcriptome during the initial stages of fungal quiescence. The unpublished material that is presented as short abstract is considered one of the key point modulating Characterization of expression profiles of tomato fruits affected by acidifying and alkalinizing pathogensduring the transformation of quiescent to active infections by Colletotrichum and Botrytis. Functional analysis of selected genes involved in signaling pathways that affects the quiescent and active infections of Colletotrichum and Botrytis.
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Lewis, Sherman, Emilio Grande, and Ralph Robinson. The Mismeasurement of Mobility for Walkable Neighborhoods. Mineta Transportation Institute, November 2020. http://dx.doi.org/10.31979/mti.2020.2060.
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The major US household travel surveys do not ask the right questions to understand mobility in Walkable Neighborhoods. Yet few subjects can be more important for sustainability and real economic growth based on all things of value, including sustainability, affordability, and quality of life. Walkable Neighborhoods are a system of land use, transportation, and transportation pricing. They are areas with attractive walking distances of residential and local business land uses of sufficient density to support enough business and transit, with mobility comparable to suburbia and without owning an auto. Mobility is defined as the travel time typically spent to reach destinations outside the home, not trips among other destinations that are not related to the home base. A home round trip returns home the same day, a way of defining routine trips based on the home location. Trip times and purposes, taken together, constitute travel time budgets and add up to total travel time in the course of a day. Furthermore, for Walkable Neighborhoods, the analysis focuses on the trips most important for daily mobility. Mismeasurement consists of including trips that are not real trips to destinations outside the home, totaling 48 percent of trips. It includes purposes that are not short trips functional for walk times and mixing of different trips into single purposes, resulting in even less useful data. The surveys do not separate home round trips from other major trip types such as work round trips and overnight trips. The major household surveys collect vast amounts of information without insight into the data needed for neighborhood sustainability. The methodology of statistics gets in the way of using statistics for the deeper insights we need. Household travel surveys need to be reframed to provide the information needed to understand and improve Walkable Neighborhoods. This research makes progress on the issue, but mismeasurement prevents a better understanding of the issue.
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Gur, Amit, Edward Buckler, Joseph Burger, Yaakov Tadmor, and Iftach Klapp. Characterization of genetic variation and yield heterosis in Cucumis melo. United States Department of Agriculture, January 2016. http://dx.doi.org/10.32747/2016.7600047.bard.
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Project objectives: 1) Characterization of variation for yield heterosis in melon using Half-Diallele (HDA) design. 2) Development and implementation of image-based yield phenotyping in melon. 3) Characterization of genetic, epigenetic and transcriptional variation across 25 founder lines and selected hybrids. The epigentic part of this objective was modified during the course of the project: instead of characterization of chromatin structure in a single melon line through genome-wide mapping of nucleosomes using MNase-seq approach, we took advantage of rapid advancements in single-molecule sequencing and shifted the focus to Nanoporelong-read sequencing of all 25 founder lines. This analysis provides invaluable information on genome-wide structural variation across our diversity 4) Integrated analyses and development of prediction models Agricultural heterosis relates to hybrids that outperform their inbred parents for yield. First generation (F1) hybrids are produced in many crop species and it is estimated that heterosis increases yield by 15-30% globally. Melon (Cucumismelo) is an economically important species of The Cucurbitaceae family and is among the most important fleshy fruits for fresh consumption Worldwide. The major goal of this project was to explore the patterns and magnitude of yield heterosis in melon and link it to whole genome sequence variation. A core subset of 25 diverse lines was selected from the Newe-Yaar melon diversity panel for whole-genome re-sequencing (WGS) and test-crosses, to produce structured half-diallele design of 300 F1 hybrids (MelHDA25). Yield variation was measured in replicated yield trials at the whole-plant and at the rootstock levels (through a common-scion grafted experiments), across the F1s and parental lines. As part of this project we also developed an algorithmic pipeline for detection and yield estimation of melons from aerial-images, towards future implementation of such high throughput, cost-effective method for remote yield evaluation in open-field melons. We found extensive, highly heritable root-derived yield variation across the diallele population that was characterized by prominent best-parent heterosis (BPH), where hybrids rootstocks outperformed their parents by 38% and 56 % under optimal irrigation and drought- stress, respectively. Through integration of the genotypic data (~4,000,000 SNPs) and yield analyses we show that root-derived hybrids yield is independent of parental genetic distance. However, we mapped novel root-derived yield QTLs through genome-wide association (GWA) analysis and a multi-QTLs model explained more than 45% of the hybrids yield variation, providing a potential route for marker-assisted hybrid rootstock breeding. Four selected hybrid rootstocks are further studied under multiple scion varieties and their validated positive effect on yield performance is now leading to ongoing evaluation of their commercial potential. On the genomic level, this project resulted in 3 layers of data: 1) whole-genome short-read Illumina sequencing (30X) of the 25 founder lines provided us with 25 genome alignments and high-density melon HapMap that is already shown to be an effective resource for QTL annotation and candidate gene analysis in melon. 2) fast advancements in long-read single-molecule sequencing allowed us to shift focus towards this technology and generate ~50X Nanoporesequencing of the 25 founders which in combination with the short-read data now enable de novo assembly of the 25 genomes that will soon lead to construction of the first melon pan-genome. 3) Transcriptomic (3' RNA-Seq) analysis of several selected hybrids and their parents provide preliminary information on differentially expressed genes that can be further used to explain the root-derived yield variation. Taken together, this project expanded our view on yield heterosis in melon with novel specific insights on root-derived yield heterosis. To our knowledge, thus far this is the largest systematic genetic analysis of rootstock effects on yield heterosis in cucurbits or any other crop plant, and our results are now translated into potential breeding applications. The genomic resources that were developed as part of this project are putting melon in the forefront of genomic research and will continue to be useful tool for the cucurbits community in years to come.
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Corriveau, L., J. F. Montreuil, O. Blein, E. Potter, M. Ansari, J. Craven, R. Enkin, et al. Metasomatic iron and alkali calcic (MIAC) system frameworks: a TGI-6 task force to help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/329093.
Full textAbstract:
Australia's and China's resources (e.g. Olympic Dam Cu-U-Au-Ag and Bayan Obo REE deposits) highlight how discovery and mining of iron oxide copper-gold (IOCG), iron oxide±apatite (IOA) and affiliated primary critical metal deposits in metasomatic iron and alkali-calcic (MIAC) mineral systems can secure a long-term supply of critical metals for Canada and its partners. In Canada, MIAC systems comprise a wide range of undeveloped primary critical metal deposits (e.g. NWT NICO Au-Co-Bi-Cu and Québec HREE-rich Josette deposits). Underexplored settings are parts of metallogenic belts that extend into Australia and the USA. Some settings, such as the Camsell River district explored by the Dene First Nations in the NWT, have infrastructures and 100s of km of historic drill cores. Yet vocabularies for mapping MIAC systems are scanty. Ability to identify metasomatic vectors to ore is fledging. Deposit models based on host rock types, structural controls or metal associations underpin the identification of MIAC-affinities, assessment of systems' full mineral potential and development of robust mineral exploration strategies. This workshop presentation reviews public geoscience research and tools developed by the Targeted Geoscience Initiative to establish the MIAC frameworks of prospective Canadian settings and global mining districts and help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. The knowledge also supports fundamental research, environmental baseline assessment and societal decisions. It fulfills objectives of the Canadian Mineral and Metal Plan and the Critical Mineral Mapping Initiative among others. The GSC-led MIAC research team comprises members of the academic, private and public sectors from Canada, Australia, Europe, USA, China and Dene First Nations. The team's novel alteration mapping protocols, geological, mineralogical, geochemical and geophysical framework tools, and holistic mineral systems and petrophysics models mitigate and solve some of the exploration and geosciences challenges posed by the intricacies of MIAC systems. The group pioneers the use of discriminant alteration diagrams and barcodes, the assembly of a vocab for mapping and core logging, and the provision of field short courses, atlas, photo collections and system-scale field, geochemical, rock physical properties and geophysical datasets are in progress to synthesize shared signatures of Canadian settings and global MIAC mining districts. Research on a metamorphosed MIAC system and metamorphic phase equilibria modelling of alteration facies will provide a foundation for framework mapping and exploration of high-grade metamorphic terranes where surface and near surface resources are still to be discovered and mined as are those of non-metamorphosed MIAC systems.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.