Academic literature on the topic 'The Integrated Skills Development Planning Model'
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Journal articles on the topic "The Integrated Skills Development Planning Model"
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Alexandru-Constantin, STRUNGĂ, and TULBURE Cristina. "THE INTEGRATED SKILLS DEVELOPMENT PLANNING MODEL (ISDPM) IN MENTORING." Advances in Education Sciences 3, no. 2 (2021): 49–58. https://doi.org/10.5281/zenodo.7492896.
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The paper highlights the Integrated Skills Development Planning Model (ISDPM) detailing the dimensions of model (phases and locus of control) and the possible uses, particularly in higher education and pedagogical practicum. The model is approached from the perspective of mentoring and coaching, in the context of other mentoring models presented in the international literature (Vygotsky’s Zone of Proximal Development, Biggs’s Presage-Process-Product Model, GROW, Megginson and Clutterbuck’s mentoring process model etc.). Several directions and future research are also formulated in order to clarify several important issues concerning the use of the model in higher education.
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Conway, Robert N. F., and Adrian F. Ashman. "Teaching Planning Skills in the Classroom: The Development of an Integrated Model." International Journal of Disability, Development and Education 36, no. 3 (1989): 225–40. http://dx.doi.org/10.1080/0156655893603005.
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Imron, Imron, Khadijah Mohd Khambali, Afga Sidiq Rifai, and Irham Nugroho. "Development of A Soft Skills-Based Learning Model With A Behavioristic Approach." Jurnal Tarbiyatuna 12, no. 2 (2021): 108–20. http://dx.doi.org/10.31603/tarbiyatuna.v12i2.6018.
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Learning in the classroom is an important aspect of transmitting soft skills to students and a behavioristic approach has promising potential to be integrated with the process. The purpose of this research was to: (1) to determine the implementation of soft skills-based learning model development; and (2) to discover the development of a soft skills-based learning model to improve soft skills in students of the Faculty of Islamic Religion, University of Muhammadiyah Magelang. Therefore, this was a classroom action research and the design used was the model developed by Kemmis and Taggart. This consisted of four components, namely, planning, action, monitoring, and reflection. Furthermore, this research used the descriptive-quantitative analysis technique and three data collection methods namely observations, interviews, and questionnaires. These results indicated that: (1) the development of a soft skills-based learning model with a behavioristic approach is performed in several stages, namely: (a) the planning stage which includes soft skills attributes, lesson plans, and learning models determination including making assessment instruments; (b) implementation stages; (2) Development of soft skill-based learning model using a highly effective behavioristic approach to improve students' soft skills. This can be observed in the acquisition of soft skills scores, which were on average 10.6 at the start of the lecture and 20.41 at the conclusion.
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Strong, Robert, Kim Dooley, Theresa Murphrey, Jen Strong, Chanda Elbert, and Matt Baker. "The EVAL framework: Developing impact evaluation scholars." Advancements in Agricultural Development 2, no. 3 (2021): 1–13. http://dx.doi.org/10.37433/aad.v2i3.139.
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The complexities of food, agriculture, natural resources, and human sciences (FANH) programs and projects require faculty to write and secure funding in addition to mastering skills such as evaluation competencies that integrate abilities in quantitative and qualitative research methods and evaluation theory and practice. The EVAL Framework was developed to advance skill development among FANH graduates to include these competencies and increase the pipeline of students who have the essential skills needed to advance FANH initiatives and priorities. The EVAL Framework includes four primary constructs: (a) Evaluation, (b) Value, (c) Active and Experiential Learning, and (d) Leadership. The purpose of EVAL is to build relationships with untapped FANH fields to develop a pipeline for graduates to become evaluation leaders for advancing food and agricultural sciences. This experiential learning and development model focuses on foundational and enrichment experiences, through formal coursework, project-based learning, and contextually rich environments. Mentoring, individualized development plans, scholarly learning communities, collaboration, transferable skills, and career planning and guidance activities are integrated into the EVAL framework to enhance skill development among EVAL scholars.
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Herianto, Edy, Rispawati Rispawati, Bagdawansyah Alqadri, and Ahmad Fauzan. "Pengembangan Model Pembelajaran Self-Regulated Learning melalui Aktivitas Portofolio berbasis HOTS di Perguruan Tinggi." JURNAL SOSIAL EKONOMI DAN HUMANIORA 10, no. 4 (2024): 576–87. https://doi.org/10.29303/jseh.v10i4.710.
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This study aims to address problems in PPKn learning, particularly the low independence of student learning. Previous research has been limited and has not succeeded in achieving quality learning that integrates self-regulated learning (SRL), portfolios, and high-order thinking skills (HOTS), even though PPKn should encompass cognitive, affective, and psychomotor domains in an integrated manner. This study develops a portfolio-based SRL learning model supported by HOTS, along with syntax and guidelines applicable in PPKn study programs and schools. The method employed is research and development (R&D) to produce and validate products during the one semester. The stages include planning, development, testing, revision, and dissemination. The results indicate that, first, the design of SRL-based learning development and portfolios integrated with HOTS has enabled students to engage in critical thinking, problem-solving, and self-reflection in line with the needs of the PPKn study program. Second, the products generated include learning guides for lecturers and students, portfolios of lecture assignments, and evaluation instruments to assess the effectiveness of learning models based on high-order thinking skills
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Maknun, Johar, and Nanang Dalil Herman. "Developing Critical Thinking Skills in Vocational High School Students through the Application of Physics Project Team Learning Model Integrated with Vocational-Based Worksheets." Revista de Gestão Social e Ambiental 18, no. 7 (2024): e05188. http://dx.doi.org/10.24857/rgsa.v18n7-042.
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Purpose: This study aimed to investigate the effectiveness of enhancing the critical thinking skills of students by implementing the Physics Project Team Learning Model integrated with Vocational-Based Worksheets. Methods: The research uses a quantitative approach. A quasi-experimental design with pretest-posttest measures was adopted. The study was conducted at a vocational school in Labuhanbatu Regency, North Sumatra Province, and included sample size of 20 students assessed using a Critical Thinking Skill Test, comprising reasoned multiple-choice questions. Results and Conclusion: The results showed that the Physics Project Team Learning model integrated with the Vocational-Based Worksheet motivated students to meet their needs and facilitated learning. Statistical tests indicated that the model had a positive effect on improving the critical thinking skills of vocational high school students, as evidenced by a normalized gain (n-gain) of 0.31, falling into the moderate category. The effectiveness was also demonstrated by an effect size of 0.83, falling into the high category. Research implications: Implementation of the Physics Project Team Learning Model has proven to be effective in improving critical thinking skills. Therefore, the Physics Project Team Learning Model integrated with the Vocational-Based Worksheets could be considered an alternative to address student issues and enhance critical thinking skills. Originality/value: Implementation of the Physics Project Team Learning model integrated with vocational-based worksheets is a new learning approach in Vocational High Schools. The learning approach that is often used is project-based learning.
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Fatmawati, Baiq, M. Marzuki, Fenny Roshayanti, and Purwati Kuswarini Suprapto. "Fostering students’ problem-solving skills through biology learning model integrated with Kurikulum Merdeka." JPBI (Jurnal Pendidikan Biologi Indonesia) 10, no. 2 (2024): 392–403. http://dx.doi.org/10.22219/jpbi.v10i2.32857.
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Kurikulum Merdeka is a learning experience framework that offers flexibility and focuses on essential content, character development, and students' competencies. Teachers had the discretion to develop their modules to choose, design, and organize the learning contents for students, based on their needs. By using that module, there is more flexibility and independence either for teachers and students, while enhancing the relevance, interactivity, and effectiveness of learning. This research aims to develop problem-based teaching modules on biology based on Kurikulum Merdeka as a reference in the learning process. This research and development, referring to Borg and Gall's model, consists of (1) research and information collection, (2) planning, (3) developing a preliminary form of the product, (4) preliminary field testing, and (5) main product revision. The participants in this development research are teachers as learning experts and students of a senior high school in one of the districts of East Lombok as a subject in limited trials. Data collection used closed questionnaires to determine the feasibility and ideality of the instrument. Data analysis using quantitative descriptive analysis involves analyzing the results of instrument feasibility and ideality from experts and students. The results show that the developed module was included in the very feasible and ideal learning resources. The readability test of the worksheet after limited trials was included in the good category for the biodiversity content, and quite good for the virus and ecosystem content. Therefore, the problem-based teaching module on biology content in phase E of grade XI of senior high school is considered feasible.
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Bonilla Rueda, Lina Rosenda, Javier Francisco Rueda Galvis, and Youseline Garavito Hernández. "Relational model for the development of dynamic skills based on bibliometric analysis." Revista Venezolana de Gerencia 27, Especial 8 (2022): 835–53. http://dx.doi.org/10.52080/rvgluz.27.8.7.
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This article exposes the formulation of a relational model that allows in any type of organization the practical development of the concepts proposed by the theory of Dynamic Capabilities, to be integrated as a management strategy that allows for increasing the levels of competitiveness and business survival, for which a qualitative study was carried out under the methodology of bibliometric analysis and documentary review of more than 500 relevant scientific documentary sources through an analytical and interpretive synthesis of the most significant arguments. Among the most important results of this study, it stands out the power to establish the most representative results of recent years, a relational model that identifies each of the steps and key factors that any type of organization must develop, to achieve the postulates that it exposes. The theory of dynamic capabilities is based on concepts such as organizational learning, absorbing knowledge, innovation, value-added, adaptability, business competitiveness, internationalization, and survival.
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Majstorovic, Vidosav D., Slavenko M. Stojadinovic, and Tatjana V. Sibalija. "Development of a knowledge base for the planning of prismatic parts inspection on CMM." ACTA IMEKO 4, no. 2 (2015): 10. http://dx.doi.org/10.21014/acta_imeko.v4i2.205.
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Inspection on coordinate measuring machines (CMMs) is based on software support for various classes of metrological tasks, i.e. tolerances. Today, the design of a uniform inspection plan for a measuring part presents a rather complex issue due to the following: (i) metrological complexity of a measuring part; (ii) skills and knowledge of a designer / inspection planner; and (iii) software for CAI model, considered as a part of an integrated CAD-CAPP-CAM-CAI system. This issue could be addressed by the usage of expert systems that generate a conceptual inspection plan for a measuring part, based on which the inspection plan for a selected CMM could be automatically developed. This paper presents the development of a model of an automatic inspection planning system for CMMs, and, in particular, the developed knowledge base model.
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Winarno, Winarno, Makrina Tindangen, and Evie Palenewen. "Teacher Problem Analysis in the Development of Biology Learning Tools Integrated by Reading Questionning and Answering (RQA) Learning Model in Senior Highschool." BIODIK 4, no. 1 (2018): 18–25. http://dx.doi.org/10.22437/bio.v4i1.5505.
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This study adressed three aspects: (1) how Senior Highshool Biology teachers perceive about learning tools (2) how the skills of Senior Highshool Biology teachers in managing learning tools (3) what are problems obtained by teachers according to planning and implementation of learning tools with the integration of Reading, Qusetioning and Answering (RQA). This study is the prerequisite study to analyse the needs for the development of learning tools integrated by Reading, Questioning and Answering (RQA) in Senior Highschool. Method used in this study is qualitative descriptive. The conculion obtained from this study includes: (1) the lack of expertise about learning tools in Senior Highschool Biology teachers, (2) the lack of ability in them to manage learning tools, (3) problems obtained in them related to the planning and implementation of the learning tools integrated by Reading, Qusetioning and Answering (RQA) learning model.
Dissertations / Theses on the topic "The Integrated Skills Development Planning Model"
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Lazarus, Spencer. "An integrated skills development model for emerging construction contractors in the Eastern Cape." Thesis, Port Elizabeth Technikon, 2005. http://hdl.handle.net/10948/170.
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One of the challenges faced by many government decision-makers today relates to the need for a construction development programme that comprehensively addresses the challenges faced in delivery of building and infrastructure projects. Investment into such programmes should be justified and measured by increased contractor capacity to execute projects and grow their businesses. The Eastern Cape Development Corporation (ECDC) intends to develop and pilot an emerging contractor development programme with the assistance of the Council for Scientific and Industrial Research (CSIR). In implementing the project, the CSIR and the ECDC will assume the role of the project managers, responsible for planning, executing and coordinating the entire training and mentorship programme. Suitably qualified training providers and mentors have been sourced from private enterprises and individuals. Sixty contractors throughout the province will be selected to form part of the program. Training providers and mentors will provide high quality inputs to enable a group of selected contractors to be assessed and accredited by the Construction Education and Training Authority (CETA) in terms of the National Qualifications Framework (NQF). This dissertation addresses the requirements that an integrated development model needs to be effective in terms of emerging contractors’ further development and sustainable growth.
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Dowd-Krause, Amanda. "An optimal skills development planning and implementation process flow model for local government." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1211.
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The purpose of this study was to develop an optimal skills development planning and implementation process flow model for application within local government authorities, more specifically for application within the Nelson Mandela Bay Municipality. To achieve this, a literature review was conducted which provided for an understanding on how skills development structures and strategies have changed in recent times and how the laws which provide the framework and landscape for skills development in South Africa, have been adapted to accommodate these changes. The literature review continued with an analysis of various theoretical training and skills development models in order to determine an optimal systematic approach to training and development in South Africa, and to determine the sequential flow of skills planning and implementation process flow steps. From the literature and theoretical models, an all-embracing skills development planning and implementation process flow model was developed for implementation in local government authorities. This model was used as the basis for the development of a survey questionnaire to establish to what extent metropolitan municipalities, agreed or disagreed, that it implemented the aspects of the proposed model developed in this study. Structured interviews were conducted using the survey questionnaire. The results obtained were used to adapt the theoretical model, and to align it with the viewpoints of the majority of the respondents. Although various facets of skills development were found to be implemented across metropolitan municipalities, the majority of the municipalities did not apply optimal skills planning, nor did they apply optimal sequential process steps to ensure effective and efficient skills development. iv The empirical study established without a doubt that a dire need exists for an optimal skills development planning and implementation process flow model within local government authorities. Based on the analysis and interpretation of the research findings, the model proposed for local government authorities was customised to produce a process flow model to facilitate optimal skills development planning and implementation within the Nelson Mandela Bay Municipality.
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Gupta, Deepak Prakash. "Development of an integrated model for process planning and parameter selection for machining processes." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5468.
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Thesis (Ph. D.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains v, 91 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 53-56).
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Bishop, Peter (Peter George) Carleton University Dissertation Engineering Electrical. "A Coherent planning model for the development of integrated materials plans and production schedules." Ottawa, 1992.
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Cheung, Ling-chi, and 張齡芝. "Implications of an integrated rail-property development model on livability: the case study of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46735458.
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Sebei, Matime Thabisho. "Integrated development planning as a public policy model and public participation tool in Fetakgomo local municipality, South Africa (2000-2009)." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/41259.
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The study investigates the integrated development plan as a public policy model and public participation tool, with reference to Fetakgomo Local Municipality in Limpopo province of South Africa. The researcher conducted the study through qualitative and quantitative research methods. Furthermore, triangulation research methods have been also taken into consideration with the aim of achieving the objectives of the study in applying a variety of data collection techniques. The study involved a number of data collection techniques, namely a desktop study, literature review, case study and documetary review. Specifically, the study focused on the following objectives:
i. To assess how the municipality develops and presents the Integrated Development Plan to the community;
ii. The structures promoting IDP, good governance and public participation;
iii. To bring to light any political inteferences which may hamper municipal service delivery;
iv. To critically analyse the implementation of Batho Pele principles as a way of community involvement; and
v. To identify and assess the challenges faced by both the community and the municipality during public paticipation in IDP processes.
Throughout the study, Fetakgomo Local Municipality was found to have some strengths, but it was also found that there is room for improvement in terms of providing a better and more understandable integrated development plan. In conclusion, meaningful public participation in the IDP process requires that citizens should be afforded an opportunity to raise their concerns and be taken into consideration, that they should be informed and be knowledgeable about municipal activities. The community must be willing and able to be involved. Community members must have the interest, time, opportunity and access necessary to participate. The community must take responsibility for the quality of their participation and be accountable to each other for effective and efficient use of time
and other resources. Concluding the study were reccommendations to improve the state of IDP and public participation in the municipality.<br>Dissertation (MAdmin)--University of Pretoria, 2014.<br>gm2014<br>School of Public Management and Administration (SPMA)<br>unrestricted
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UGWOKE, BLESSING ONYECHE. "The Integrated Rural Renewable and Sustainable Energy Planning Framework for Low-Income Countries: A Nigerian case study." Doctoral thesis, Politecnico di Torino, 2021. http://hdl.handle.net/11583/2907016.
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Cakir, Bilge. "Urban Coastal Settlements: Implementation Of A Coastal Area Assessment Model In Iskenderun Case." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612481/index.pdf.
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Coastal urban settlements require a special planning approach since they bring the concepts of &ldquo<br>urban&rdquo<br>and &ldquo<br>coastal&rdquo<br>together. In relation to the specific contents of these concepts, there are also different models of management plans. &ldquo<br>Urban Disaster Risk Management&rdquo<br>and &ldquo<br>Integrated Coastal Zone Management&rdquo<br>are two of them. Urban Disaster Risk Management model deals with the planning and management problems of urban settlements in the case of disaster risk conditions. Likewise, Integrated Coastal Zone Management model focuses on the whole coastal area and deals with the sustainable use and protection of all types of coastal resources. However, in case of urban coastal settlements, these models of management plans can be valid together, can overlap, and they can even conflict with each other.
In this thesis study, these two models of management plan and their coexistence are considered. A Coastal Area Assessment Model is set up and applied for Iskenderun case. This model provides a detailed spatial analysis opportunity in planning and management of coastal urban settlement. Therefore the model offers a significant input for the planning process through determining urban and coastal risks at the same time. Coastal Area Assessment Model is a tool which takes both Urban Disaster Risk Management and Integrated Coastal Zone Management models&rsquo<br>concerns into account and evaluates the coastal settlement in terms of urban risk sectors and coastal management issues.
This study also introduces an approach on classification of the coastal areas and coastal urban settlements while setting up the Coastal Area Assessment Model.
Coastal Area Assessment Model becomes an advantageous tool since it has significant contributions to the planning process by making a simple risk analysis and guiding the proper utilization and protection of the population, built environment, and resources of the coastal areas. Risk sectors, coastal management issues, critical and prior intervention areas of a coastal urban settlement are easily determined, and preparation of development plans of a coastal settlement is guided by the implementation of Coastal Area Assessment Model. In addition to these, general principles on planning and management of coastal settlements are determined by the implementation of the model for the implementation conditions of Urban Disaster Risk Management model, Integrated Coastal Zone Management model, and the Coastal Area Assessment Model in Turkey are also discussed and presented.
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Römer, Desiree A. M. "The development and use of least-cost-ration formulation sub-models integrated into a farm-planning model to assess the economics of feeding whole crop cereals and other alternatives to grass to dairy cows." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365380.
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Landman, Liezel. "Integration of community development and statutory social work services within the developmental approach." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10042005-153317.
Full textBooks on the topic "The Integrated Skills Development Planning Model"
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Schoenfeldt, Melinda K. Lesson planning: A research-based model for K-12 classrooms. Pearson/Merrill Prentice Hall, 2009.
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Schoenfeldt, Melinda K. Lesson planning: A research-based model for K-12 classrooms. Pearson Merrill Prentice Hall, 2009.
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Schoenfeldt, Melinda K. Lesson planning: A research-based model for K-12 classrooms. Pearson Merrill Prentice Hall, 2009.
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Hindawi, Ahmad Thogan. The development of a comprehensive and integrated total quality management (TQM)/strategic planning (SP) assessment model: A case study of the Jordanian telecommunications company (JTC). University of Birmingham, 1998.
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Siksimova, Marina, Ol'ga Begicheva, and Svetlana Mozgot. Solfeggio and music theory: a practical course. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1971854.
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The textbook combines all the main types and forms of practical work in the disciplines of the musical and theoretical cycle, as well as the main topics on musical literacy and music theory, forms of control papers (exam papers), which, as a rule, are presented in such publications separately, without following an integrated approach. The forms of planning and methods of implementation of independent work of students are elaborated and presented in detail. The proposed principle of systematic learning helps in the practical development of disciplines, contributes to the acquisition of the necessary professional knowledge, skills and abilities.
 It is intended for use in the classroom work of students of performing and theoretical departments of music colleges, as well as advanced students of the senior classes of SSMSH, DMSh and DSHI. It can be used for independent work of students of various specialties of secondary vocational education institutions and areas of higher education: 53.02.03 "Instrumental performance (by types of instruments)", 53.03.03 "Vocal art", 53.03.04 "The Art of folk singing", as well as for preparing applicants for entrance exams.
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Scientific conservation and master planning for sustainable world heritage preservation in developing economies: A model for integrated community-based conservation and development. Global Heritage Fund, 2009.
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Alperin, Holly, and Sarah Benes. Lesson Planning for Skills-Based Health Education. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215535.
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Lesson Planning for Skills-Based Elementary Health Education is a highly practical resource for elementary health educators or general classroom teachers looking for innovative, tried-and-true ways to implement health education. The text offers effective skills-based learning activities, lessons, units, and assessments for your classroom that you can use as they are or with modifications to meet the needs of your students. You can use this text to build a completely new curriculum or to supplement your existing curriculum, providing a smooth transition from a content-based approach to a skills-based approach. The authors explain the rationale and foundation for making that transition, putting the lesson plans, activities, and assessments into context as you learn how to implement a skills-based approach. The 130 lessons and activities in Lesson Planning for Skills-Based Elementary Health Education have been • created by the authors and experienced teachers broadly recognized for their expertise in skills-based health education; • organized to map to the skills in the National Health Education Standards and align with a five-step skill-development model; • designed to be adaptable to meet the needs of all students; and • enhanced with student worksheets that are available in both English and Spanish. Lesson Planning for Skills-Based Elementary Health Education is an ideal companion to The Essentials of Teaching Health Education, a foundational text by Benes and Alperin that presents teaching and assessment strategies for planning and implementing a skills-based approach to teaching health education. Together, these two books can help you effectively teach skills-based health education from day one. Lesson Planning for Skills-Based Elementary Health Education offers a detailed, easy-to-use learning activity template and employs a teacher-friendly format that has been proven effective in the field. The text is organized into two parts. Part I delves into key aspects of planning, implementing, and assessing a skills-based approach, offering you a strong foundation in the core concepts of the approach. Each of the part II chapters is devoted to a skill addressed in the National Health Education Standards, providing you with the following material: • An overview of the skill • Key considerations for teaching the skill • A unit outline • Assessments • Lesson plans • Learning activities Lesson Planning for Skills-Based Elementary Health Education offers you all you need to put a skills-based approach into practice: the solid foundational information that explains the concepts and the resources, tools, and strategies to help you implement the lesson plans and activities that will aid your students in developing proficiency in the skills emphasized in the national standards. AUDIENCE Resource for elementary health education teachers and administrators. Supplemental text for undergraduate- and graduate-level courses in health education teaching methods.
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Cookey, Peter Emmanuel, Thammarat Koottatep, Walter Thomas Gibson, and Chongrak Polprasert. Integrated Functional Sanitation Value Chain. IWA Publishing, 2022. http://dx.doi.org/10.2166/9781789061840.
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Abstract The value chain (VC) system is a key way to address important sanitation technological and institutional gaps in production and service delivery and could constitute a natural platform for development actions and also serve as a market systems approach to improve access to safely-managed sanitation. It has been suggested that sanitation could boost local and national economies and global interconnections with a growing recognition that the private sector can play a bigger role in delivering the Sustainable Development Goal for sanitation, and help businesses understand value-added and product opportunities. This book proposes a pathway towards re-thinking the sanitation value chain (SVC) and suggests that it should cover all processes, activities and products of enterprises/actors in the sanitation supply chain that provide value-added services within each stage. Following the Regenerative Sanitation Principles, this book presents a new perspective to the SVC known as the ‘integrated functional sanitation value chain’ (IFSVC) to address operational functions within sanitation systems in combination with sanitation enterprises, operators and external actors that support the growth of the sanitation economy. The underlying premise of this book is that the IFSVC represents a new perspective that would have major social, environmental and economic implications for local, national, regional and global sanitation service delivery. It is hoped that researchers, business leaders, entrepreneurs, government officials and funders will find this book valuable, and be inspired and enabled to carry sanitation work forward in their own spheres of operation. The book gives several examples of encouraging developments, particularly in technical and business model innovation. It is our hope that this book will provide the stimulus for new learning and its application, particularly through cross-disciplinary and cross-sector partnerships that bring together all the skills and capabilities needed to deliver a fully effective IFSVC. ISBN: 9781789061833 (print) ISBN: 9781789061840 (eBook) ISBN: 9781789061857 (ePUB)
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Volberda, Henk, Frans van den Bosch, and Kevin Heij. Levers for Business Model Innovation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792048.003.0004.
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Chapter 4 shows how firms can use four different levers—technology, management practices, organizational forms, and co-creation—for business model innovation, and questions which combinations of levers are the most successful. The chapter starts by showing how Polaroid’s strong focus on developing technological skills was not accompanied by the development of new markets and distribution channels. The case demonstrates that mediocre technology with a superior business model can deliver more value than superior technology with a mediocre business model. Research on the firms Ericsson, Muji, Oticon, and Zara to see how they use the four levers to innovate their business model reveals that adjusting management practices is the most important in both renewal and replication. Examples of firms using different combinations of levers are TomTom’s technologically oriented renewal (combining new technologies with entrepreneurial management practices), Ericsson’s internally oriented renewal (through technology, agile management practices, and organizational forms), Procter & Gamble’s externally oriented renewal (through co-creation, new management practices, and organizational forms), and DSM’s integrated renewal (using all four levers).
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Saks, Alan M. Job Search and the School-to-Work Transition. Edited by Ute-Christine Klehe and Edwin van Hooft. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199764921.013.008.
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The school-to-work transition (STWT) is a major life event for those who must leave behind their lives as full-time students and begin new lives as a full-time employees. Although much has been written about the STWT, the role and importance of job search has often been neglected. At the same time, research on job search has tended to treat the job-search process as an independent and isolated activity. In this chapter, I describe an integrated model of job search within the context of the STWT. It shows that job search is preceded by a career-planning and development stage and followed by a work-adjustment stage. A successful STWT requires students to engage in a number of behaviors at each stage which should result in numerous outcomes that are necessary for a successful transition to the next stage. The model shows that job search is a critical part of the STWT that connects the career-planning and development stage to the work-adjustment stage. The chapter concludes with a discussion of the implications of the model for job search and STWT research and practice.
Book chapters on the topic "The Integrated Skills Development Planning Model"
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Phillips, Michelle, and Ava Podgorski. "Best Practice Considerations for Arts Educators When Developing Intensive Online Courses for Creative Industries Higher Education Students." In FGF Studies in Small Business and Entrepreneurship. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_13.
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AbstractThe 2-year StART Entrepreneurship Project (StART) aims to support creative industries students to develop skills and utilise real-world experience to build successful and sustainable careers. UK-based and funded by the Office for Students and Research England, StART is a collaboration between the Royal Northern College of Music (RNCM), the Royal Central School of Speech and Drama (RCSSD) and University of the Arts London (UAL). The project involves the development of new in-curricular and extracurricular content and events, tailored specifically for students studying for higher education degrees in these and other specialist creative arts institutions.This chapter explores one specific way of delivering entrepreneurship education to students, an intense period of contact time often referred to as a ‘boot camp’. The chapter outlines the planning stage of this event, including how existing research on entrepreneurial learning might be mapped onto the boot camp format and how aspects of the QAA (Enterprise and Entrepreneurship Education: Guidance for UK education providers, Quality Assurance Agency for Higher Education, Gloucester, 2018) guidance was to be integrated. The chapter will also detail how existing frameworks such as EntreComp (McCallum et al., Joint Research Centre Entrepreneurship and the creative economy (3):400–414, 2018) and the CLEAR IDEAS model (Birdi, European Journal of Work and Organizational Psychology 30(3):400–414, 2021) informed design and delivery and how input from external industry partners and students themselves (both event participants and members of the StART Student Advisory Board) was a key part of the planning.
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Wietschel, M., H. D. Haasis, and O. Rentz. "Development of an Integrated Resource Planning Model for the Evaluation of Emission Reduction Measures on the Supply and End User Level." In Integrated Electricity Resource Planning. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1054-9_5.
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Long, Ying, Qi-zhi Mao, and Zhen-jiang Shen. "Urban Form, Transportation Energy Consumption, and Environment Impact Integrated Simulation: A Multi-agent Model." In Spatial Planning and Sustainable Development. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5922-0_13.
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Rao, B. Bhaskara, and N. Nageshwara Rao. "15. Integrated Infrastructure Planning and Programming: A Five-Year Capital Investment Model for Small and Medium Towns." In Integrated Urban Infrastructure Development in Asia. Practical Action Publishing, 1996. http://dx.doi.org/10.3362/9781780442525.015.
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Ma, Y., Y. P. Li, and G. H. Huang. "An Integrated Bi-level Optimization Model for Planning Water-Food-Energy Nexus System Under Uncertainty." In Environment and Sustainable Development. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1704-2_28.
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Soda, Osamu. "Knowledge Integration and Open Social Innovation for Sustainable Development." In Sustainable Development Disciplines for Society. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5145-9_1.
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AbstractThis chapter will consider Goal 11. In particular, Target 11.2 focuses on Inclusive and Sustainable Urbanization. By 2030, it aims to enhance the capacity for participatory, integrated, and sustainable human settlement planning and management. Target 4.7 in SDGs Goal 4 is Education for Sustainable Development and Global Citizenship, which educates people about sustainable lifestyles, global citizenship, and the contribution that culture makes to sustainable development. However, the outcomes of education require a long time. Education changes people’s minds, local cultures, and socioeconomic systems. This process requires knowledge integration from diverse sectors, especially for historically accumulated knowledge. It is necessary to develop new theoretical and practical skills for building local context. The case study describes several good practices in Japan.
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Duraiappah, Anantha Kumar. "Farm Permits and Optimal Shrimp Management in Thailand: An Integrated Inter-Temporal and Spatial Planning Model." In Computational Models in the Economics of Environment and Development. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-0960-7_6.
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Rumjaun, Anwar, and Shakeel M. C. Atchia. "Whole-School Project-Based Approach to Promote Education for Sustainability: A Mauritian Experience." In Sustainable Development Goals Series. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-56172-6_21.
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AbstractThe whole-school approach to education for sustainability (WSAES) involves calls for sustainable development to be integrated in the school curriculum in a holistic manner where sustainability also is incorporated through sustainable school operations such as integrated governance, stakeholder and community engagement, long-term planning and sustainability monitoring and evaluation. The WSAES advocates for active and participatory learning, calling for the engagement of the entire school community including students, educators, administrators and other stakeholders.This chapter showcases the Mauritian experience of using WSAES in 30 primary schools in Mauritius. Drawing from the UNESCO whole-school 4Cs (culture, campus, curriculum and community) model, each school was engaged in (i) setting up a school-based sustainability team, (ii) identifying a sustainability related issue in their school context, (iii) conceptualising, developing and designing a school project to address the issue and (iv) a reflection on the challenges and learning experiences that students gained through the implementation of the project.
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Bochnig, Holger, Eckart Uhlmann, Hoài Nam Nguyễn, and Rainer Stark. "General Data Model for the IT Support for the Integrated Planning and Development of Industrial Product-Service Systems." In Lecture Notes in Production Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30820-8_44.
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Gohnai, Y., A. Ohgai, S. Ikaruga, et al. "Development of a Support System for Community-Based Disaster Mitigation Planning Integrated with a Fire Spread Simulation Model Using CA." In Innovations in Design & Decision Support Systems in Architecture and Urban Planning. Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-5060-2_3.
Full textConference papers on the topic "The Integrated Skills Development Planning Model"
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Muizniece, Katrina, Jovita Pilecka-Ulcugaceva, Kristaps Siltumens, Dace Butenaite, and Inga Grinfelde. "THE TRANSFORMATION OF EDUCATIONAL MODELS AS THE KEY FACTOR OF ECO-INNOVATIONS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.92.
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Eco-innovation is a crucial factor in the drive towards sustainable development, albeit a knowledge-intensive process that requires a fundamental transformation of the education system. The focus should be on sustainable education, characterized by holistic approaches, strategic planning and transformative change. Key elements are learning experience systems that include cognitive understanding, practical skills, social cohesion and emotional intelligence. As UNESCO points out, eight key competences - systemic thinking, forecasting, regulatory and strategic approaches, cooperation, critical thinking, confidence and integrated problem solving - are essential for achieving the SDGs. The aim of this study is to examine the impact of learning methods on students' involvement in the creation and implementation of eco-innovations. The study involved first year students who were split into two groups. The first group was a traditional learning group that took a course of study using traditional lectures and a test of theoretical knowledge. The second group was the active learning group, where students were involved in the study process and active learning methods were used. The next year of study, the active learning group showed better results on an environmental technology study course, as well as taking part in hackathons where eco-innovations were created.
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Graham-Jones, P. J., and B. G. Mellor. "The Development of a Generic Failure Analysis Expert System Based on Case-Eased Reasoning." In CORROSION 1996. NACE International, 1996. https://doi.org/10.5006/c1996-96372.
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Abstract Failure analysis is a complex task, requiring considerable knowledge and skill, some of which might be outside the experience of the engineer concerned. To help the engineer, a case-based reasoning tool (Failure Analysis Diagnostic Expert System) is being developed, using a systemic approach to failure diagnostic problems, which not only interactively identifies the failure modes and the critical factors in the design, processing, and end use which cause failures to originate but also suggests methods to improve the reliability of the products. This approach applies a Windows artificial intelligent case-based reasoning technique to generic failure diagnostic problems. Currently, the research is based around the elicitation of failure analysis knowledge and the structuring and planning of this knowledge so that the expert system behaves in an intelligent and responsive manner. Many problems have arisen, such as understanding what information is required to identify the failure mode and in designing a consistent and economical set of questions that are integrated into an efficient questioning strategy. For the behaviour of the system to be intelligent and responsive, research into interface design and the understanding of human cognitive models for failure analysis decision-making is proposed. The development of structured models will show which factors are critical in a given situation and aid failure analysis diagnosis.
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Arndt Hansen, Camilla, Tobias Eifler, and Michael Deininger. "The Missing Link Between Project and Prototype: Teaching Student Designers to Navigate the Prototyping Process." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-68114.
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Abstract It has been well established that prototyping is an important part of development projects. Prototypes are used in engineering design courses but teaching students the strategic skills needed to decide what to prototype during development projects is often not a part of the curriculum. This paper proposes a model that uses the prototyping process to link individual prototyping activities and project goals. The proposition is that when designers work intentionally with prototyping as a process, they will be able to make strategic decisions about how and when to use prototypes. To teach students a prototyping process mindset, a simple prototype prioritization tool, the Prototyping Target, was developed and integrated into project-based product development courses. Fifteen student teams used the Prototyping Target to decide which project questions to answer with prototypes every week over three weeks. Results show that criticality to project success is a good starting point but not the only parameter to consider when deciding what to prototype. A comparison between prototyping plans made with and without the Prototyping Target shows that student teams selected a clearer purpose for their prototypes when they used the prioritization tool before planning specific prototyping activities. Overall, this paper demonstrates the benefits of teaching student designers to navigate the prototyping process.
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Machado, Fernanda Almeida, Paula Pontes Mota, Lorena Claudia de Souza Moreira, and Regina Coeli Ruschel. "Template class to teach clash detection." In ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.315.
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BIM uses are complex specific processes in architecture, engineering, construction, and operation mediated by Building Information Modeling technologies. Several initiatives are dedicated to detailing these uses in a standardized way, enumerating and describing them in terms of scope, benefits, process maps, required competencies, associated technology, and theoretical framework. Examples of these efforts are Penn State's Computer Integrated Construction Research Program (MESSNER et al., 2019), buildingSMART (2021), and BIM Excellence Organization (SUCCAR; SALEEB; SHER, 2016). This study presents the approach to educate, evaluate and assist Model Uses using templates (Model Use Templates - MUT) of the BIM Excellence Initiative (BIMe). The BIM use is called Model Use in BIMe terminology. In three years, starting in 2021, the initiative intends to detail all the domain model uses listed by the organization (BIMe, 2020). The domain model uses are organized in the series of capture and representation, planning and design, simulation and quantification, operation and maintenance, monitoring and control of buildings and infrastructures. In terms of domain model uses, there is the linking and extending series of BIM integrated to Facility Management, interfaced with the Internet of Things, linked to Enterprise Resource Planning, etc. The initiative developed a Construction Domain Model Use Template (MUT) and applied it as a demonstration for Clash Detection or MUT 4040. This summary will describe the template, its application to Clash Detection, and guidance on how to transform it into a template class to teach Clash Detection with BIM. The MUT consists of an extended description, software list, activity flow, and bibliography. This content is available in the BIM Dictionary associated with the equivalent term (https://bimdictionary.com/en/clash-detection/1). The extended description includes the corresponding term's definition, the detailed description, purpose, and an available online media-list. The detailed description presents the different types of use (e.g., hard, soft, time-based) and benefits. The software list lists platforms and environments used in the model use development. For each platform or environment, there is a list of the vendor or developer, the corresponding technical functionality, the applicable discipline, the software description, the availability of the software in the cloud or location, differentiation of versions, the link to the official website, the model use code that the software can support, specific functionalities associated with the use and availability of a plugin or extension. The activity flow is described using a process map and details in up to 3 hierarchical levels for each macro activity. All the terminology adopted in the MUT is semantically aligned to the various projects and initiatives of BIM Excellence, bringing consistency to the meaning. In the case of MUT 4040, that is, the application of the template for the model use of Clash Detection, the short description is a “Use of the Model representing the use of 3D Models to coordinate different disciplines (e.g., structures and air-conditioning) and to identify/resolve possible conflicts between virtual elements prior to actual construction or fabrication”. The extended description presents the Clash Detection as automated or semi-automated procedures to identify design errors in 3D models, where objects occupy the same space or are too close to violating spatial restrictions. Time-based interferences are conflicts involving temporary objects that compete for the same space at the same time. The benefits are listed, for example, like better project coordination and quality; conflict reduction in the workplace; acceleration of design and delivery processes; and cost reduction through productivity increase. The available online media does not represent the entire process involved in Clash Detection and are generally restricted to confronting models on specific platforms. We advocate that the activity flow should structure the class of model uses in BIM education. In this way, there is a holistic and representative approach to practice. Thus, we advise escaping this model's understanding in a restricted and instrumental way, as it already occurs in most of the online media found. We propose to organize the class program by the macro stages of the activity flow, covering: (i) creation of the strategy for the clash detection in the project in question; (ii) preparation of specific models for federation; (iii) identification of federation environments or model integration; (iv) federation or integration of models; (v) checks for interference in the federated or integrated model; (vi) analysis of the conflicts identified; and (vii) referral to conflict resolution. The details of each of these activities in the template can guide the teacher on how to proceed or prepare educational content. The bibliography listed in the template covers the theoretical framework to support the class in terms of books, scientific articles, and BIM guides. One can develop the class at the level of graduation, extension, or continuing education. Being an undergraduate class, it can be mandatory or elective. Items (i) to (iii) make up the theoretical part of the class, and the rest are essentially practical content. Thus, two types of competency assessment are possible: knowledge and skills. Knowledge can be developed through discussions and seminars. Skills covered are associated with execution or domain skills, according to Succar, Scher, and Willams (2013). Execution skills are associated with learning model verification platforms and collaboration environments. The execution competence generates an instrumental skill that can be provided through individual online training with tutorials. Domain skills are essentially technical (analysis and simulation) and functional (collaboration). These skills must be instigated in a participatory and collaborative way in practical exercises involving cycles of verification of the federated model and adjustments of complementary projects' models. As a suggestion for support material, the teacher should prepare a dataset including models with errors in file naming disobeying conventions, errors in the control elements impacting the overlapping of models, errors of omission or duplication of elements in the models, and errors of data schema in terms of categorization of elements and classification of content. The models must also include issues of all types (hard, soft, and temporal interferences). Errors must be plausible to be identified by different types of verification: visual or script. YouTube presentation: https://youtu.be/cMPaw_kOZtQ
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Ijomanta, Henry, Lukman Lawal, Onyekachi Ike, Raymond Olugbade, Fanen Gbuku, and Charles Akenobo. "Digital Oil Field; The NPDC Experience." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/207169-ms.
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Abstract This paper presents an overview of the implementation of a Digital Oilfield (DOF) system for the real-time management of the Oredo field in OML 111. The Oredo field is predominantly a retrograde condensate field with a few relatively small oil reservoirs. The field operating philosophy involves the dual objective of maximizing condensate production and meeting the daily contractual gas quantities which requires wells to be controlled and routed such that the dual objectives are met. An Integrated Asset Model (IAM) (or an Integrated Production System Model) was built with the objective of providing a mathematical basis for meeting the field's objective. The IAM, combined with a Model Management and version control tool, a workflow orchestration and automation engine, A robust data-management module, an advanced visualization and collaboration environment and an analytics library and engine created the Oredo Digital Oil Field (DOF). The Digital Oilfield is a real-time digital representation of a field on a computer which replicates the behavior of the field. This virtual field gives the engineer all the information required to make quick, sound and rational field management decisions with models, workflows, and intelligently filtered data within a multi-disciplinary organization of diverse capabilities and engineering skill sets. The creation of the DOF involved 4 major steps; DATA GATHERING considered as the most critical in such engineering projects as it helps to set the limits of what the model can achieve and cut expectations. ENGINEERING MODEL REVIEW, UPDATE AND BENCHMARKING; Majorly involved engineering models review and update, real-time data historian deployment etc. SYSTEM PRECONFIGURATION AND DEPLOYMENT; Developed the DOF system architecture and the engineering workflow setup. POST DEPLOYMENT REVIEW AND UPDATE; Currently ongoing till date, this involves after action reviews, updates and resolution of challenges of the DOF, capability development by the operator and optimizing the system for improved performance. The DOF system in the Oredo field has made it possible to integrate, automate and streamline the execution of field management tasks and has significantly reduced the decision-making turnaround time. Operational and field management decisions can now be made within minutes rather than weeks or months. The gains and benefits cuts across the entire production value chain from improved operational safety to operational efficiency and cost savings, real-time production surveillance, optimized production, early problem detection, improved Safety, Organizational/Cross-discipline collaboration, data Centralization and Efficiency. The DOF system did not come without its peculiar challenges observed both at the planning, execution and post evaluation stages which includes selection of an appropriate Data Gathering & acquisition system, Parts interchangeability and device integration with existing field devices, high data latency due to bandwidth, signal strength etc., damage of sensors and transmitters on wellheads during operations such as slickline & WHM activities, short battery life, maintenance, and replacement frequency etc. The challenges impacted on the project schedule and cost but created great lessons learnt and improved the DOF learning curve for the company. The Oredo Digital Oil Field represents a future of the oil and gas industry in tandem with the industry 4.0 attributes of using digital technology to drive efficiency, reduce operating expenses and apply surveillance best practices which is required for the survival of the Oil and Gas industry. The advent of the 5G technology with its attendant influence on data transmission, latency and bandwidth has the potential to drive down the cost of automated data transmission and improve the performance of data gathering further increasing the efficiency of the DOF system. Improvements in digital integration technologies, computing power, cloud computing and sensing technologies will further strengthen the future of the DOF. There is need for synergy between the engineering team, IT, and instrumentation engineers to fully manage the system to avoid failures that may arise from interface management issues. Battery life status should always be monitored to ensure continuous streaming of real field data. New set of competencies which revolves around a marriage of traditional Petro-technical skills with data analytic skills is required to further maximize benefit from the DOF system. NPDC needs to groom and encourage staff to venture into these data analytic skill pools to develop knowledge-intelligence required to maximize benefit for the Oredo Digital Oil Field and transfer this knowledge to other NPDC Asset.
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Postan, Mykhaylo Ya, and Sergiy N. Dashkovskiy. "Dynamic optimization model for planning of integrated logistical system functioning." In PROBLEMS OF TRANSPORT LOGISTICS DEVELOPMENT INTERTRANSLOG-2023. Odessa National Maritime University, 2023. http://dx.doi.org/10.31375/978-966-7716-92-9-48-58.
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The logistical process, by definition, may be considered as a system that links enterprise with the suppliers and customers through the distribution channels and transportation systems. Integrated logistical management should provide the effective control for all the elements of a logistical system. In our paper, the corresponding optimization model is proposed which includes description of main elements of any integrated logistical system. This model is developed for the cases of fixed and random demand at destinations of finished products.
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Waluyo, Edy, and Nuraini. "Development Instructional Design with TPACK Integrated Inquiry Learning Model to Improve Student Problem Solving Skills." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.032.
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Vassigh, Shahin, Seth Corrigan, Biayna Bogosian, and Eric Peterson. "Adaptive Immersive Learning Environments for Teaching Industrial Robotics." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004411.
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AI, robotics, and automation are reshaping many industries, including the Architecture, Engineering, and Construction (AEC) industries. For students aiming to enter these evolving fields, comprehensive and accessible training in high-tech roles is becoming increasingly important. Traditional robotics education, while often effective, usually necessitates small class sizes and specialized equipment. On-the-job training introduces safety risks, particularly for inexperienced individuals. The integration of advanced technologies for training presents an alternative that reduces the need for extensive physical resources and minimizes safety concerns. This paper introduces the Intelligent Learning Platform for Robotics Operations (IL-PRO), an innovative project that integrates the use of Artificial Intelligence (AI), Virtual Reality (VR), and game-assisted learning for teaching robotic arms operations. The goal of this project is to address the limitations of traditional training through the implementation of personalized learning strategies supported by Adaptive Learning Systems (ALS). These systems hold the potential to transform education by customizing content to cater to various levels of understanding, preferred learning styles, past experiences, and diverse linguistic and socio-cultural backgrounds.Central to IL-PRO is the development of its ALS, which uses student progress variables and multimodal machine learning to infer students’ level of understanding and automate task and feedback delivery. The curriculum is organized into modules, starting with fundamental robotic concepts, and advancing to complex motion planning and programming. The curriculum is guided by a learner model that is continuously refined through data collection. Furthermore, the project incorporates gaming elements into its VR learning approach to create an engaging educational environment. Thus, the learning content is designed to engage students with simulated robots and input devices to solve sequences of game-based challenges. The challenge sequences are designed similarly to levels in a game, each with increasing complexity, in order to systematically incrementally build students' knowledge, skills, and confidence in robotic operations. The project is conducted by a team of interdisciplinary faculty from Florida International University (FIU), the University of California Irvine (UCI), the University of Hawaii (UH) and the University of Kansas-Missouri (UKM). The collaboration between these institutions enables the sharing of resources and expertise that are essential for the development of this comprehensive learning platform.
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Lovett, Alexander H., C. Tyler Dick, Conrad Ruppert, M. Rapik Saat, and Christopher Barkan. "Development of an Integrated Model for the Evaluation and Planning of Railroad Track Maintenance." In 2013 Joint Rail Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/jrc2013-2407.
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In order for a railroad to function effectively all aspects of the system should be maintained in good working order. Locomotives and rolling stock regularly move through areas where they can be inspected and maintained. However track does not move, so inspectors must traverse the line either on foot or in a rail mounted vehicle and maintenance crews must be sent to specific locations to make track repairs, which may not always happen before a service disruption. A track failure, due to either exceeding some industry or governmental specification or an acute failure, such as a rail break, can result in costly delays or even derailments with significant consequences. To help avoid such failures, it is beneficial for a railroad to be able to predict when and where failures might occur and then evaluate the relative costs and benefits of performing maintenance activities to ensure that the most cost effective actions are taken. A model is being developed to assist in the process of scheduling and directing track maintenance work. The model consists of three primary modules: an integrated track quality and degradation module, a maintenance activity selection module, and a scheduling optimization module. By taking into account a wide range of costs and benefits, the model can help railroad infrastructure managers better account for risk and indirect costs such as track time, as well as account for the criticality of certain types of imminent failures. This paper will describe the inputs and outputs for the model, as well as detailing the concepts associated with each of the model components.
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Erriyantoro, Eros Sidney, Toni Okto Muhroni, Aditya Suardiputra, Edy Suwito, Julfree Sianturi, and Fia Adhi Utama. "Pressure Depletion Integrated Static Reservoir Model as Development Planning Basis in Mature Handil Field." In SPE/IATMI Asia Pacific Oil & Gas Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/215473-ms.
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Abstract Handil is a mature swamp oil and gas field located in Mahakam Delta, East Kalimantan, Indonesia. Hydrocarbon is accumulated within series of multi-layered reservoirs, which are mainly channels and crevasse splay by facies. This study focuses on Handil Gas Pool, also known as Handil Deep Zone interval. This stratigraphic interval is the deepest and primarily produces gas through a depletion drive production mechanism. The unavoidable reservoirs pressure depletion occurred with high variation across the field. Still, Handil is expected to face upcoming aggressive drilling campaign. Therefore, the evaluation of the field remaining stakes becomes even more crucial, particularly for Handil Gas Pool interval, which represents the deepest development target. Conducting a more conventional reservoirs study method, such as history matching with a dynamic model, in Handil Gas Pool context can be relatively complex and resources-consuming. This complexity arises due to the need for regular updates with newly drilled well data. Nevertheless, identifying and location reservoirs pressure depletion remains key to optimizing future development targets. Hence, a more efficient and practical solution has been deemed necessary to overcome these challenges. The methodology used in this study was based on integrating reservoir pressure depletion into the static reservoir model. The workflow incorporated dynamic data synthesis, production history and allocation analysis, as well as reservoir pressure estimation through P/z analysis. The study also introduced the definition of Reservoir Pressure Unit (RPU), which served as the basis for modeling and analysis. By estimating and applying the current reservoir pressure, a depleted static reservoir model was generated, representing the current Remaining Gas-in-Place. Furthermore, the volume estimation of booked undeveloped reserves was taken out from the model. This comprehensive approach resulted in a Producible Gas-In-Place model that can be utilized for estimating and proposing future development targets. The implementation of a well-designed automated well screening workflow, in combination with a detailed dynamic review, facilitated the identification and optimization of future development targets. Among more than 70 initial well candidates, over 20 have been identified as having potential above the current economic threshold. The findings demonstrate the efficiency and practicality of the proposed methodology in identifying future development well targets and its potential for application in similar mature gas fields.
Reports on the topic "The Integrated Skills Development Planning Model"
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Randrup, Thomas B., Agnes Pierre, Niel Sang, and Kjell Nilson. Equity in Green Space Planning and Management : synthesis study on data availability for the development of a socio-ecological index. SLU Movium Think Tank, 2025. https://doi.org/10.54612/a.7h5gdnod5n.
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As cities densify to meet environmental and economic goals, the equitable distribution of urban green spaces (UGS) becomes critical for fostering community well-being, promoting environmental justice, and enhancing climate resilience. This report presents a synthesis study conducted by the Swedish University of Agricultural Sciences (SLU) in collaboration with Nilsson Landscape, aimed at understanding the relationship between socio-economy and accessibility to UGS, to assess and enhance green equity in urban environments. The research focuses on Malmö specifically, and have involved Region Skåne as a proxy for other municipalities in southern Sweden, leveraging data on green space access, canopy cover, socio-economic indicators, and maintenance costs. The primary objective of this study was to establish a data-driven, replicable framework that quantifies green space equity at the city district level. Specifically, the research seeks to (i) identify key indicators of green space availability and socio-economic status that can be measured consistently across Swedish municipalities; (ii) develop a composite relationship (a matrix or an index) that integrates these indicators to provide actionable insights for urban planners and policymakers, and (iii) to test the applicability of this index in Malmö, illustrating its potential to guide future investments in UGS for equitable urban development. The research integrates three complementary initiatives: i. KSLA Project: A synthesis of socio-economic and green space factors relevant to equity in urban environments. ii. FoMA Project: Development and testing of green space indicators, including canopy cover, urban green space per capita, and distance to the nearest green space, in relation to socio-economic metrics like income, education, and employment. iii. Movium Partnership: Evaluation of the Green Equity Matrix, a tool that categorizes neighborhoods based on their socio-economic status (SES) and green space status (GSS), and explores policy implications and maintenance costs. The ambition to develop a matrix or an index aligns with international models such as the Tree Equity Score and Spatial Equity NYC but adapts them to the Swedish context, where socioeconomic factors and access to UGS are measured differently. Data sources include GIS-based analyses, municipal records, and socio-economic data from Statistics Sweden. All computations of UGS rely on open datasets, which are updated at varying frequencies but not always regularly. All the SES data is easily accessible and reliable, and available at DeSO level. A Green Equity Matrix was developed, including seven indicators ‘UGS per capita’, ‘canopy cover’, ‘distance to UGS’ as Green Space Status (GSS) indicators, and ‘age dependency’, ‘income’, ‘education level’, and ‘employment rate’, as Socio-Economic Status (SES) indicators. Each indicator was computed and combined into two individual indexes. All indicators are combined unweighted, meaning they are treated equally when combined. Contrary to widespread assumptions, our analysis reveals that neighbourhoods with lower SES often have higher GSS in Malmö. Lower SES neighbourhoods in Malmö were often developed around the 1960’es and early 1970’es (the Million Program), where larger parks and green spaces were prioritized. As such, we believe these areas have benefited from earlier planning efforts aimed at providing green amenities to balance socio-economic disadvantages, and that the effects of these efforts are still notable in a Swedish context like in Malmö. However, while higher GSS in lower SES areas is a positive finding, it does not necessarily reflect equitable quality or functionality of Summary green spaces. Socio-economic disparities might still influence the usability, safety, and maintenance of these green areas, affecting their actual benefits to residents. We calculated maintenance cost in DeSOs characterized by both low GSS and low SES. Here, costs range from 24 to 335 SEK per capita, with an average in Malmö being 448 SEK per capita. Even though we indicate a relationship between low SES and low maintenance cost, we recognise the need for better data, including a calculation based on actual use, rather than cost per capita. However, such data is not available today. The actual quality of UGS should be further explored and considered incorporated into or related to the matrix. This will ensure that green space interventions align with the needs and preferences of residents. In line with this, local governments’ capacities to develop such indices should be explored too. However, the use of accessible data in combination with relatively simple GIS-based socio-ecological analysis has been prioritised for this project. Thus, our proposed method does not require advanced GIS skills, making it accessible for all municipalities. The suggested method ranks neighbourhoods within a municipality or urban area, meaning the GSS and SES results cannot be directly compared across different municipalities or urban areas. However, metrics such as the percentage of neighbourhoods within each quadrant or within a certain standard deviation can still be used for comparisons with other municipalities or urban areas. Our new and nuanced understanding of the relationship between SES and GSS challenges the conventional narrative that socio-economically disadvantaged neighbourhoods lack access to green spaces. Instead, it highlights the need for context-specific urban planning and management that recognizes both the strengths and challenges of different neighbourhoods.
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Maksymov, Oleksandr S., Julia O. Maksymova, and Oleksandr O. Maksymov. Integrated Control of Students Competencies in Educational Programs. Innovative Modeling Using an Ontology Approach. Publishing House - Vilnius Business College, 2023. http://dx.doi.org/10.57005/ab.2023.1.4.
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For comprehensive testing of students’ knowledge, it is necessary to have two areas of consideration - this is an ontological model of the subject area and formulated, formalized, and described concept of knowledge. A formalized description of concepts from the subject area of knowledge is quite specific and time-consuming. At the same time, already at this stage in the development of research and the use of relevant ontology results, they make a significant contribution to the problems of managing and controlling the knowledge of students of higher educational institutions. This article is an attempt by the authors to solve creatively the problem of comprehensive control of students’ knowledge using ontologies. The relationship between explicit and implicit knowledge and skills that are used to build the knowledge management system of a higher educational institution was shown. Also, in the process of work, an experimental testing of the ontology construction methodology for the subject field Economics was carried out, which is used for testing knowledge of the level of bachelor specialty Economics. In addition, the following was developed: the functional structure of the knowledge management system of the Higher Education Institution, a universal repository of ontologies of concepts of various specialties, and a model for comprehensive testing of students based on the repository of many ontologies.
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Parnell, Gregory, Robert Curry, Eric Specking, et al. An all-hazards return on investment (ROI) model to evaluate U.S. Army installation resilient strategies. Engineer Research and Development Center (U.S.), 2025. https://doi.org/10.21079/11681/49733.
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The paper describes our project to develop, verify, and deploy an All-Hazards Return of Investment model for the U.S. Army Engineer Research and Development Center to provide army installations with a decision support tool for evaluating strategies to make existing installation facilities more resilient. The need for increased resilience to extreme weather was required by U.S. code and DoD guidance, as well as an army strategic plan stipulating an ROI model to evaluate relevant resilient strategies. The ERDC integrated the University of Arkansas designed model into a new army installation planning tool and expanded the scope to evaluate resilient options from climate to all hazards. Our methodology included research on policy, data sources, resilient options, and analytical techniques, along with stakeholder interviews and weekly meetings with installation planning tool developers. The ROI model uses standard risk analysis and engineering economics terms and analyzes potential installation hazards and resilient strategies using data in the installation planning tool. The model calculates the expected net present cost without the resilient strategy, with the resilient strategy, and ROI for each. The minimum viable product ROI model was formulated mathematically, coded in Python, verified using hazard scenarios, and provided to the ERDC for implementation.
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.
Full textAbstract:
The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and lifelong learning opportunities for all. It sets the stage by outlining the Philippine educational policy landscape, including its legal and institutional frameworks. The analysis then progresses to a target-by-target review of SDG 4, highlighting the nation's accomplishments and ongoing challenges. Notable achievements include nearly universal primary education enrollment and increased secondary education participation. However, issues like high dropout rates and subpar learning outcomes remain. The Philippines has also seen growth in early childhood development (ECD) and pre-primary education enrollments, yet access for disadvantaged children is still limited. The country has policies to enhance access to affordable technical, vocational, and higher education, but the quality of these programs and their alignment with future skills needs improvement. Inclusive education initiatives exist, such as programs for learners with disabilities and indigenous communities, but challenges in ensuring universal quality education persist. A shift in education outcomes in favor of girls is observed, with boys now more likely to drop out than girls across various educational levels and girls doing better than boys in learning. While literacy rates appear high, the need to redefine literacy measurements, considering issues like digital skills, is evident. Progress in school infrastructure development is significant, especially with the K-12 rollout, but enhancing learning environments, including using technology for learning, remains crucial. The Philippines boasts a large teaching workforce, yet there is a pressing need to elevate teacher training quality and align it with future skill requirements. The study pinpoints critical improvement areas, including addressing the root causes of learning deficits, implementing an open data policy, and refining teacher training and workload. Concluding with a call to action, the study underscores the necessity of a comprehensive strategy to tackle educational challenges holistically, with integrated planning among the three main government agencies tasked to manage the sector. It suggests developing specific targets for inclusive quality education. This comprehensive review offers valuable insights and practical recommendations for stakeholders to ensure the Philippines fulfills its commitment to quality education for all by 2030.
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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3252.
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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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Reeb, Tyler, Barbara Taylor, and James Reuter. L&D On-ramps and Off-ramps for the Mobility Workforce: A Blueprint for Knowledge Ecosystem Formation in the Fourth Industrial Revolution. Mineta Transportation Institute, 2024. https://doi.org/10.31979/mti.2024.2333.
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After a yearlong consensus study, this report presents a blueprint with implementation tools and strategies for CSULB and other CSU campuses to adopt a knowledge ecosystem model in higher education. By conducting talent pipeline pilots for internship preparation activities and related survey and focus group research, the research team found near universal support for pursuing university-industry partnerships. Faculty identified extracurricular activities, experiential learning opportunities, and guidance on further education as their top three priorities when mentoring students in professional development. There was, however, a paradoxical perception among faculty about what universities provide in terms of knowledge, skills, and abilities (KSAs) and what the industry values in new employees. This paradox begs the solution of having university faculty and administrators collaborate with industry professionals in the planning and delivery of professional development activities for students. The California State University system has ready homes for such “third space” activities in their colleges of professional and continuing education (PaCE units) and in their centers and institutes.
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Sudhivoraseth, Jitraporn. Policy evaluation on promotion projects implemented by the Public Relations Department's Regional Offices. National Institute of Development Administration ; Chulalongkorn University, 2002. https://doi.org/10.58837/chula.res.2002.21.
Full textAbstract:
This research aims to study the achievement or failure of the promotion projects implemented by the Public Relations Department’s Regional Offices. The objectives of this study are two fold. First, to evaluate the three promotion projects: Democracy Promotion Project, Drug Prevention and Solution Promotion Project, and AIDS Prevention and Solution Promotion Project under the Action Plan of the Public Relations Department, fiscal year 2000. Second, to investigate the factors relating to the achievements or failures of these three promotion projects under study. The conceptual framework is developed by applying the Mazmanian and Sabatier’ criteria conditions for policies evaluation. As policies are interpreted in term of promotion projects, the output is the dissemination of knowledge and information to the target groups. In order to find out whether and how the knowledge and information effect the target audiences in their implementation, Rogers’s theory of Diffusion of Innovations is used to support the study. The research methodology is an integration of qualitative and quantitative approached. In the conceptual framework there are two sub-models of study. The qualitative approach for data analysis based on Mazmanian and Sabatier’s criteria conditions for policy evaluation is one part of the framework. The variables for the qualitative data analysis are commitment and skills of the officials, hierarchical integration, changing socioeconomic conditions, diversity of target groups, level of clarity of the objectives of projects, causal theories of projects, and budget and resources. The are the causes of the outputs which are types of media, frequency of message and characteristics of message. The quantitative approach for data analysis, the other of the model, is based on Roger’s theory of Diffusion of Innovations. The sub-model of the quantitative approach is at the other side of the general conceptual framework. The variables of the quantitative data analysis are knowledge, comprehension, attitude, decision and implementation. The research results indicate that the officials have moderate commitment and skills in attaining the target goals of the policy of the promotion projects. By having commitment and skills, especially skills in communication and media selection they can implement the promotion projects under the constraint of budget and resources, as well as under the political interference. The level of the objectives of the promotion projects is perceived as moderate and the causal theories are perceived as highly significant by the public relations officials and frontline implementers. This enables them to understand how to select the type of media use which is moderately successful in disseminating the knowledge of the promotion projects and their activities appropriate to the target groups who are upper secondary students. In summary, the implementation of the policies which are interpreted in terms of promotion projects and activities are moderately successful. Two factors are found. They are political interference and the constraint of broader participation. They are significant to the success or failure of an implementation of policy in the Thai bureaucracy. Based on the findings, the researcher suggests that at the policy level, the National Public Relation Policy be more recognized in its importance by the top executives and should be implemented more frequently than it is actually at present. The National Public Relations Policy should be put in every national economic and social development plan. In the past, it was put in the Sixth National Economic and Social Development Plan only. At the implementation level, training courses in public relations campaign planning are particularly needed. There should be also more participation from the frontline implementers in decision making at the national level because they are the persons who are close to the local situation.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, et al. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4633.
Full textAbstract:
In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Full textAbstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.
Full textAbstract:
The main recommendations of the panel report can be summarised under four key headings: High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on. Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors. Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month. Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.