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Bibliographies thématiques / Technical excellence

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Littérature scientifique sur le sujet « Technical excellence »

Auteur : Grafiati

Publié le 6 juin 2025

Mis à jour le 10 juin 2025

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Articles de revues sur le sujet "Technical excellence"

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Gupta, B. L., and Meenakshi Gupta. "Academic Excellence in Technical Institutions." Issues and Ideas in Education 1, no. 1 (2013): 23–42. http://dx.doi.org/10.15415/iie.2013.11002.

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Gill, Paul S. "Standards and Technical Excellence." Journal of Aerospace Technology and Management 6, no. 2 (2014): 109–10. http://dx.doi.org/10.5028/jatm.v6i2.370.

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Khambayat, Rajesh P., Nalok Banerjee, and Shubhangi Rajesh Khambayat. "Creating a Culture of Excellence in Technical Institution." Issues and Ideas in Education 3, no. 1 (2015): 63–72. http://dx.doi.org/10.15415/iie.2015.31006.

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Grabb, James E. "TECHNICAL EXCELLENCE AND THE FUTURE." Naval Engineers Journal 100, no. 1 (2009): 72. http://dx.doi.org/10.1111/j.1559-3584.1988.tb01457.x.

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Weiss, Aaron Josef, Paul Stelzer, and Joanna Chikwe. "Clamp times, teaching, and technical excellence." Journal of Thoracic and Cardiovascular Surgery 146, no. 3 (2013): 735. http://dx.doi.org/10.1016/j.jtcvs.2013.03.043.

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Lincoln, Clint. "Technical Excellence In Muscle Biopsy Preparation." Microscopy Today 6, no. 3 (1998): 10–11. http://dx.doi.org/10.1017/s155192950006675x.

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More than a quarter of a century after the publication of Dubowitz and Brooke's classic Muscle Biopsy; A Modern Approach in 1973, there seems to be a lingering confusion regarding the proper technique for freezing muscle biopsies, and whether or not enzyme activity will be preserved. I have worked with muscle from humans, dogs, and rodents in my quarter of a century in histology, and would like to address the proper technical procedure to follow to insure high quality sections.The first step is to acquire tissue immediately after excision, as any delay may alter the morphologic and enzymatic characteristics. If there is a slight delay between excision and freezing, keep the tissue covered with a gauze moistened (not soaked) in normal saline.

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Aleksey, N. Yakovlev, S. Kostikov Kirill, N. Kozyreva Irina, and V. Martyushev Nikita. "Creation of Technical University Center of Excellence." Procedia - Social and Behavioral Sciences 166 (January 2015): 235–39. http://dx.doi.org/10.1016/j.sbspro.2014.12.517.

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Hodes, Carol L., and Patricia L. Kelley. "Closing the Skills Gap through Technical Excellence." ATHENS JOURNAL OF EDUCATION 4, no. 3 (2017): 253–70. http://dx.doi.org/10.30958/aje.4-3-4.

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Vaughan, William W. "Scientific and associated engineering technology and technical excellence." Aeronautics and Aerospace Open Access Journal 4, no. 1 (2020): 40–41. http://dx.doi.org/10.15406/aaoaj.2020.04.00104.

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Acquah, Daniel K., and Debra Malpass. "The technical baccalaureate: providing excellence in vocational education?" Assessment in Education: Principles, Policy & Practice 24, no. 1 (2015): 96–117. http://dx.doi.org/10.1080/0969594x.2015.1112253.

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Thèses sur le sujet "Technical excellence"

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Guerra, Jorge. "Career Technical Education Adjunct Faculty Teacher Readiness: An Investigation of Teacher Excellence and Variables of Preparedness." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/748.

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The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of variance. That is, the research tested the relationship between teacher readiness and teacher excellence with the number of years teaching, the number of years of experience in the professional field and exposure to teaching related professional development, referred to as variables of preparedness. The results of the research provided insight to the relationship between the variables of preparedness and student assessment of their adjunct professors. Concerning the years of teaching experience, this research found a negative inverse relationship with how students rated their professors’ teaching readiness and excellence. The research also found no relationship between years of professional experience and the students’ assessment. Lastly, the research found a significant positive relationship between the amount of teaching related professional development taken by an adjunct professor and the students’ assessment in teaching readiness and excellence. This research suggests that policies and practices at colleges should address the professional development needs of adjunct professors. Also, to design a model that meets the practices of inclusion for adjunct faculty and to make professional development a priority within the organization. Lastly, implement that model over time to prepare adjuncts in readiness and excellence.

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Mooneyham, Mary Charlotte Shepherd. "The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4758/.

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This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.

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Hailey, Jermaine A., and Frederick D. Higgs. "An analysis of organizational readiness at Anniston Army Depot for information technology change." Thesis, Monterey, California, Naval Postgraduate School, 2008. http://hdl.handle.net/10945/38047.

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Approved for public release; distribution is unlimited.<br>MBA Professional Report<br>The purpose of this MBA Project is to assess the change readiness of Anniston Army Depot's (ANAD) organizational climate - especially now as the Depot prepares for large-scale Logistics Management Program (LMP) information technologies (IT) change. ANAD is a highly important division of the United States Army Materiel Command (AMC) and is the Army's designated Center of Industrial and Technical Excellence (CITE) for a variety of combat vehicles, artillery equipment, bridging systems and small-caliber weapons. It provides advanced maintenance support for all of these systems, in addition to fulfilling a host of other vitally importnat Army-wide logistical functions. ANAD presently uses the Standard Depot System (SDS) to manage its complex array of admministrativr and logistical functions. However, AMC has mandated that ANAD completely replace the SDS and employ the new Logistics Modernization Program (LMP) starting in March 2009. The researchers gathered a combination of historical information, personnel observations and responses to survey questionnaires on readiness for change in order to conduct a quality analysis on ANAD structure and climate and their implications, if any, for LMP omplementation. Ultimately, people are the heart of any IT systm, regardless of its size and degree of automation. The tremendous importance of organizational personnel in the change process is often under appreciated and under addressed in the civilian sector of the military - particularly when this sector embarks on significant IT transformation initiatives. Bold IT actions inevitably have a profound effect on any organization, regardless of its size, mission, and personnel composition. This project was conducted with the sponsorship and assistance of the Anniston Army Depot.

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Zorovich, Marcelo Rocha e. Silva. "A formação de centros de excelência no setor automobilístico brasileiro." Associação Escola Superior de Propaganda e Marketing, 2012. http://tede2.espm.br/handle/tede/59.

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Made available in DSpace on 2016-10-13T14:10:08Z (GMT). No. of bitstreams: 1 Marcelo Rocha e Silva Zorovich.pdf: 1492239 bytes, checksum: 0fa523647b63b49d42fbf11c0a92cf30 (MD5) Previous issue date: 2012-12-18<br>The objective of this project is to verify which factors influence the formation of Centers of Excellence (COEs) in the Brazilian automotive industry. Specifically, the influence of the Innovation, the Business Network, the Technical Network, the Business Context as well as the Acquisition of Technology were analyzed. The proposed methodology was based on a quantitative research, through the application of a Survey along with the suppliers of the automotive industry. The statistical technique of Multiple Linear Regression model was used for data analysis by having the COEs as the dependent variable. Based on 91 questionnaires answered, the results conclude that the activities related to innovation, as well as the Acquisition of Technology and the Business Context contribute to the formation of COEs, rejecting the hypothesis related to the Technical Network and the Business Context in which the companies are inserted in.<br>O objetivo deste trabalho é verificar quais fatores influenciam a formação de Centros de Excelência na indústria automobilística brasileira. Especificamente, verificou-se a influência da Inovação, da Rede de Negócios, da Rede Técnica, do Contexto de Negócios bem como da Aquisição de Tecnologia. A metodologia proposta teve como base o método de pesquisa quantitativo, do tipo Survey, com aplicação junto aos fornecedores da indústria automobilística. Utilizou-se a técnica estatística de Regressão Linear Múltipla para a análise de dados, tendo os Centros de Excelência (COEs) como variável dependente. Com 91 questionários respondidos, o estudo conclui que as atividades ligadas à Inovação, à Aquisição de Tecnologia e à Rede de Negócios contribuem para a formação de COEs, rejeitando-se as hipóteses ligadas à Rede Técnica e ao Contexto de Negócios em que as subsidiárias estão inseridas.

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Le, Roux Tanya. "The contribution of South African corporate communication practitioners to organisational performance / T. Le Roux." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4759.

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Although public relations is seen as a function that contributes to the greater good of society and the performance of an organisation (ref. Grunig, 2006b:3; Grunig, Grunig & Dozier, 2002:xii), the function does not, for various reasons, always deliver on this promise (ref. Gray, 2004:26–27; Grunig et al., 2002:166, 169, 192; Steyn, 2000c:40; Tobin, 2004:56; Van Ruler, 1997:248, 263; 2004a:123). Practitioners and professional bodies from various countries have researched, and tried to overcome the variables negatively influencing practitioners, through various methods. However, no study has provided a comprehensive prioritised list of all the variables influencing practitioners' contribution to organisational performance. In addition none of these actions has led to a sustainable solution for the profession where a critical mass of practitioners can keep the promise of contributing to the greater good of society and the performance of the organisation. In light of this problem, this study tries to understand how public relations practitioners can enhance their contribution to organisational performance, by examining the variables influencing practitioners in contributing to organisational performance. The study is framed within the relational, reflective, two–way symmetrical and feminist paradigms, supported by the general excellence theory as meta–theory, and the relationship management and corporate communication role theories. The multidimensional paradigm was specifically selected to accommodate the complex research context (Grunig, 1989:18; 2006a; Valin, 2004). From theory it was established that public relations contributes to organisational performance by assisting organisations to adapt to their changing environment by providing strategic information from the environment to the organisation that could reduce uncertainty in the organisation's strategic decision–making (Grunig et al., 2002:xi; Raupp & Van Ruler, 2006:18; Steyn, 2000c:27; Valin, 2004). Through this process the organisation's triple bottom line goals are aligned with the realities of the environment in which it operates (Moss et al., 2000:283; van Tonder & van Rheede van Oudtshoorn, 2006:149). This then creates long–term relationships with stakeholders that creates many benefits for the organisation (Grunig, 2006b:3, 6; Grunig et al., 2002:xi, 10, 11; Grunig & Haung, 2000:32; Hon & Grunig, 1999:7–9, 11; Phillips, 2006a:34, 35; 2006b:212). Within South Africa specifically, corporate communication practitioners perform the roles of strategist, manager and technician in order to complete the above tasks (Steyn, 2000b:1–42; 2000c:20–43). The research methodology followed to gather data to answer the General research question, is both exploratory and interpretive. The research started with a literature study, followed by semi–structured interviews with four purposefully selected practitioners and the chairpersons of the two professional bodies (PRISA and IABC) in order to verify the variables identified in literature, and possibly identify new variables pertaining to the South African environment. These variables, together with those identified in literature, were then used to construct a questionnaire completed by public relations practitioners active in the 1 319 top performing South African organisations as per South Africa's Top 300 National Companies List (Fletcher, 2007:1–330) and the Financial Mail Top 200 Companies List (Williams, 2005:1–168). A response rate of 19.9% was achieved. The qualitative data was content analysed and the quantitative data analysed by means of Statistica (StatSoft Inc., 2007) and SPSS (SPSS Inc., 2007) data analysis software. In order to determine the relationships between the variables influencing practitioners, structural equation modelling, by means of AMOS (SPSS Inc., 2009) software, was used. In essence it was found that practitioners should take ownership and manage the variables influencing their performance. Furthermore, 13 variables pertaining to the individual–, industry– and professional–levels were statistically verified as the most important variables influencing practitioners. Due to the specific relationship between these variables, it would seem that enhancing any of these 13 variables would enhance the practitioner's contribution to organisational performance. The main contribution of the study is to add to the discussion on the how the profession can manage its contribution to organisational performance by categorising and empirically verifying a list of all variables influencing practitioners' performance and by suggesting a model indicating the relationship between the most important variables influencing practitioners.<br>Thesis (Ph.D. (Communication Studies))--North-West University, Potchefstroom Campus, 2011.

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Carvalho, André Mendes. "Operational excellence, culture and agility: key concepts to manage technical industries." Doctoral thesis, 2020. http://hdl.handle.net/1822/72829.

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Tese de Doutoramento (ramo de conhecimento em Líderes para as Indústrias Tecnológicas)<br>Operational Excellence is often used by organizations in search for improved performance results. However, and in an increasingly dynamic business environment, its capacity to make organizations successful in the long term has yet to be demonstrated. Literature shows how the relationships between Operational Excellence and either Organizational Culture or Organizational Agility have been well explored in the past. However, no integrative perspective on the three concepts had been advanced. In the face of this research opportunity, a theoretical framework is first proposed. Based on the existing literature, it offers an insight on how Operational Excellence initiatives may foster adaptability in organizations. To do so, such initiatives should look to promote an excellence-oriented culture that continuously seeks to offer value to the market – and in a highly unstable business environment, such value must include the capacity to be agile. If these conditions are met, the sustainability of Operational Excellence may more easily be achieved, with organizations being able to develop Organizational Agility capabilities. Despite being built on a strong conceptual background, the complete understanding of the relationships between concepts requires a practical perspective that can only be collected in an industrial environment. Using a structured-case approach, a series case studies were performed in order to gather empirical evidence and to further develop the conceptual framework. A total of ten organizations were studied, and their capabilities in terms of Operational Excellence, orientation of the Organizational Culture, and Organizational Agility were assessed. Results show the relationship of influence between the three concepts under consideration, each one being connected with the others through positive reinforcement. It shows how Operational Excellence Programs have an important role in the development and scaling up of Organizational Agility capabilities, and highlights how different contexts may influence these dynamics. This work presents a novel approach that brings together Operational Excellence, Organizational Culture, and Organizational Agility, allowing a better understanding of the balance needed to maintain high technical and operational performance levels while dealing with pressure to change. It connects and upholds the importance of Organizational Agility and of the cultural paradigm in the management of Quality and Operations in technical and technological organizations.<br>A Excelência Operacional é usada recorrentemente na procura de melhores resultados operacionais. No entanto, e num mundo em constante mudança, a compreensão do seu impacto no longo prazo é ainda limitada. A literatura científica mostra que as relações da Excelência Operacional tanto com a Cultura Organizacional como com a Agilidade Organizacional estão bem estudadas. Apesar disso, ainda não existia uma perspetiva integradora dos três conceitos. Perante esta lacuna, o projeto desenvolvido começa por apresentar um quadro teórico em que se promove essa integração. Para tal, foca o desenvolvimento de uma cultura orientada à excelência, e, num ambiente operacional altamente instável, inclui, no âmbito da criação de valor, a sustentabilidade das iniciativas de Excelência Operacional através do desenvolvimento de recursos e aptidões focadas na Agilidade Organizacional. No entanto, e ainda que este quadro teórico tenha sido desenvolvido sobre uma forte base concetual, o entendimento completo das relações entre os conceitos em estudo requer uma perspetiva prática que só pode ser adquirida em ambiente industrial. Assim, o desenvolvimento da teoria assentou, numa segunda fase, em dados recolhidos em organizações altamente técnicas e tecnológicas. Através de um total de 10 estudos de caso, foram avaliadas capacidades em termos de Excelência Operacional, orientação da Cultura Organizacional e Agilidade Organizacional, e estudadas as ligações entre estas (bem como com a performance organizacional). Os resultados mostram a existência de uma relação de influência, por meio de reforço positivo, entre os três conceitos. Mostram, também, como diferentes contextos organizacionais podem influenciar essas dinâmicas e o desenvolvimento de cada um dos conceitos e das suas relações. Este trabalho apresenta uma nova abordagem que integra Excelência Operacional, Cultura Organizacional e Agilidade Organizacional, permitindo uma melhor compreensão do equilíbrio necessário para manter altos níveis de desempenho técnico e operacional em ambientes marcados pela mudança. Deste modo, e numa perspetiva mais ampla, alerta para a importância da Agilidade Organizacional e da Cultura Organizacional na gestão da Qualidade e Operações em organizações de natureza técnica e tecnológica.

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Lopez, Erica Hunter. "Pathways to college : an analysis of the technical, cultural and political domains of the YES College Prep model." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2909.

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This study sought to identify characteristics found within technical, cultural and political dimensions of the YES College Prep middle school model that typify the college-going culture of the organization. This qualitative study utilized grounded theory and ethnographic approaches in a three-phase research plan seeking to answer the question: How can the college-going culture of the YES Prep Middle School System be described, and what characteristics of the school model can be useful for building college-going cultures in mainstream schools? Teachers and administrators were the primary units of study, and data was collected in the form of documents, interviews and ethnographic field notes. Data from phases two and three built upon theories developed in phase one. Using Kirst, Venezia and Antonio’s typology of college-going cultures, YES College Prep schools fell under the category of schools with strong college-going cultures. Five dominant themes emerged as all three phases of research were synthesized: (a) student achievement, (b) quality teaching, (c) exposure and opportunities to learn, (d) college-going discourses, and (e) unified mission. Characteristics holding potential relevance for mainstream schools were the unified mission, academic rigor, the extended day and year, the Comprehensive Counseling Model, the Teacher Excellence Program and the people-oriented business model. This study adds to the body of research demarcating middle school as a critical point in the educational continuum. The YES College Prep model provides usefulness for researchers interested in such areas as organizational culture, educational pipeline models, and middle school reform models.<br>text

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Almeida, Duarte Brito de Sousa de Castro e., Jessica Muller, and Miguel Santos Batalha. "Consulting project for the logistic centralization and technical reorganization of the hospital pharmacy in order to sustain operatonal excellence at José de Mello Saúde." Master's thesis, 2018. http://hdl.handle.net/10362/38775.

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Ode-sri, Adisorn. "A comparative study on scientific approaches for Center of Excellence in TVET sector under the scientific aspect of the demands in Thai Education System." 2019. https://tud.qucosa.de/id/qucosa%3A72838.

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This research offers an essential enlightenment for a better understanding towards the significance to establish the Center of Excellence for Technical Vocational Education and Training (CoE for TVET), especially in vocational education. It analyzes and synthesizes the data from the existing academic and commercial sources based on the fact that, in most cases, “excellence” is referred to as a foundation term for competitions. Many entities being recognized as or perceived by target audiences in business conduct as “excellent”, are generally “abstract”. In practice, there are only a few entities actually worthy of a true “excellence” judging by appropriate criteria—having “concrete” evidence of activities and components. Exemplifying an existing Center of Excellence would promote a better understanding both in terms of definition and its characteristics. The researcher focuses on conducting comparative research that combines with qualitative and case studies, with an important goal of acquiring 'new definition, new knowledge and specialized practical guidelines related to the CoE for TVET', and to invent a set of practices that will lead to answering of these key questions: • What is 'CoE for TVET'? How many types are they of ? • How is it currently recognized for the 'CoE in TVET' ? • What approaches should be taken to promote a better understanding of definitions, classification, and operations of “a COE in TVET?” This is to provide in-depth research that can be beneficial to the public and visualized clearly worldwide. As per the mentioned aims, comparative case studies between different countries are required. There are neither much studies in the world which clearly proposed the definition; the identification and the demonstration of the applied practical guidelines nor in the dimension of excellence of TVET education management because all that exists are the context of excellence in business and nor in education sector that are often referred particularly to the level of Higher Education and that the basic education cannot be applied to TVET because of its being of different context. In each topic, the researcher clarified points of information including the perception, access, and maintenance of excellence. There shall be further discussion on the classification of all globally existing centers of excellence which is based on perception, presentation, and public understanding in conclusion. Once the foregoing section has been thoroughly accomplished, the next step is accessing the process and techniques of pursuing elements and characteristics that CoE in TVET at least should have by relying on techniques and principles called “Benchmarking+USP” that the researcher has developed recently based on the understanding that 'Apart from being superior to general standard and quality, that is, - no ordinary - ; having a status of excellence, the center of excellence, no matter operating or providing services in any regards, must have a unique identity and distinctiveness that should be as close as possible to -the top-notch – in that particular area.' To be an example case, the researcher had selected the 'Benching Partner' which is recognized for achieving excellence in service providing and educational management in the field of TVET: GTDEE and TGPES, as the answer of the research items that say: • How will there be techniques or processes in the pursuit of components, attributes that indicate the status of excellence of TVET CoE? • Are there any examples of centers of excellence or comparable organizations existing in Thailand? And how do those organizations have the required elements and characteristics of excellence? The final essence, therefore, is studying and striving for the needs in various dimensions regarding the establishment of the Center of excellence in TVET that is able to response to the demands of society for teaching and learning management of the Thai vocational education sector in the points of view of the sample groups --the direct stakeholders--, thus leading to answering the question in the endmost part of the research, that is: In what dimension does Thailand need TVET Center of Excellence? These will be beneficial suggestion to the relevant sectors in Thailand or those wishing to learn, study extensively on the basis of substantial findings delivered by this research.:Tabel of contents Abstract ii Acknowledgements iv Dedication vi Table of contents vii List of Figures xi List of Tables xii List of Abbreviations xiii Chapter 1: Introduction 1 1.1 Background and Importance 1 1.2 Definition of Excellence 1 1.3 Thailand's vocational education policies in the direction of excellence development 6 1.4 Research Question 11 1.5 Hypotheses 12 1.6 Purpose of research 13 1.7 Method and Scope of the Research 14 Chapter 2: Quality - Matters behind the scenes of excellence for vocational education 16 2.1 Definition and dimension of quality in the VET sector 16 2.2 “Quality” an impact factor of excellence in VET 19 2.3 Quality approaches: Strategies to improve excellence status 23 2.3.1 The Juran Quality Trilogy: Basic architect of Quality Management 24 2.3.2 Approaches to quality and quality objectives 25 Chapter 3: Centre of Vocational Excellence (CoVE) 32 3.1 How to understand the characteristics and definition of “CoVE” ? 32 3.2 Classic Excellence Approaches 36 3.3 Modern Excellence Approach and Education: EFQM – MBNQ 39 3.4 SEM &TVET Excellence Journey: The Singapore Experience 41 3.4.1 EFQM- MBNQA: The Foundation of the School Excellence Model 41 3.4.2 TVET Excellence Journey 43 Chapter 4: Conceptual Innovation: The Basic Approach to Establishing TVET-CoE Using Benchmarking+UPS 49 4.1 Level Analysis - Policy Examining: First Things to be Aware and Considered 50 4.2 Benchmarking: Learn from other sources, seek Best Practices, and adapt for excellence 53 4.2.1 Popularity and Definition 53 4.2.2 Type and scope 56 4.2.3 The benchmarking process: The Xerox way 57 4.3 Innovative concept: Establising TVET CoE based on excellence using Benchmarking+USP 61 4.3.1 Benchmarking and Vocational Development 61 4.3.2 Input, process and output/outcome: Benchmarking indicators 62 4.3.3 Outputs, outcomes and impacts: “The results chain in modern system” 64 4.3.4 Combining UPS and Benchmarking for TVET CoE under Blue Ocean 67 Chapter 5: Comparative case studies via adaptation of benchmarking technique to identify excellence based on scientific approach 70 5.1 Introduction: Principles of Case Studies Consideration 70 5.2 Analysis: Dual system, a new issue in Thailand - Why GTDEE? 72 5.2.1 Agricultural era and the advent of “Dual system” 72 5.2.2 Factory in school: Utilizing as a makeshift until deep-rooted and falling off from the ideal 74 5.2.3 Subsequent problems of practice that falls off the frame 75 5.2.4 What GTDEE show? - Pull the consciousness of the Thai vocational to look at the original “Dual system” 77 5.3 The application of Benchmarking+USP techniques to pursue unique excellence between GTDEE and TGPES 81 5.3.1 Scope and Basic norms of conducting the study 81 5.3.2 Enter the process of Benchmarking+USP 82 Chapter 6: Benchmarking+USP results conducted through information and views from executives of Benching Partner 91 6.1 Preliminary data and comments of Benching Partner about “TVET Excellence” 91 6.1.1 Personal information of the representatives of Benching Partner 91 6.1.2 Basic understanding of Excellence and Centres of Excellence 92 6.1.3 Awareness, experience, perspective and understanding of CoE for TVET 93 6.1.4 Suggestions and others 95 6.2 Results of exercising Benchmarking+USP based on the designed templates 96 6.3 SWOT analysis: a summary of the results of Benchmarking+USP to pursue excellence 105 6.3.1 Strengths 105 6.3.2 Opportunities 107 6.3.3 Weaknesses 108 6.3.4 Threats 109 Chapter 7: Understanding and demands for the CoE for TVET in Thailand: A case study from a sample group of 102 stakeholders 113 7.1 Introduction 113 7.2 The statistics used in the research and testing of the hypothesis 115 7.3 Personal information and basic information 116 7.4 Basic understanding of Excellence and Centres of Excellence 119 7.5 Awareness, experience, perspective and understanding of CoE for TVET 127 7.6 Suggestions and others 132 Chapter 8: Summary of body of knowledge and Suggestions 137 8.1 Understanding Excellence, CoE and CoE in TVET 137 8.1.1 Definition of excellence and CoE 137 8.1.2 SEM &TVET Excellence Journey: The Singapore Experience 139 8.2 Classification of definition by type and characteristics of “CoE for TVET” 140 8.3 Utilization Techniques and Guidelines for Benchmarking+USP within BOS in Identifying Distinct Excellence for CoEs in TVET 142 8.4 Examples of characteristics of excellence of the TVET CoE in Thailand 145 8.5.1 Factors making contribution to enhance journey toward organizational excellence 146 8.5.2 Perspectives on the mission of CoF for TVET 147 8.5.3 Demand for CoE of TVET in Thailand based-on the opinions of the sample groups 148 References 150 Internet sources 158 Appendix I: Benchmarking+USP templates 159 Appendix II: Questionnaire 176

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Coussot, Caroline. "Recherche et développement dans les sciences de l’environnement : l’Université entre impératifs scientifico-techniques, économiques et socio-politiques. Le cas du Réseau de centres d’excellence ArcticNet." Thèse, 2013. http://hdl.handle.net/1866/10551.

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Cette thèse cible l’étude d’une organisation sociotechnique pluraliste, le Réseau de centres d’excellence ArcticNet, établi depuis 2003 au sein de l’Université Laval et financé par le programme fédéral des Réseaux de centres d’excellence (RCE). Ce programme, effectif depuis 1988, est issu d’une initiative du ministère de l’Industrie Canada et des trois Conseils fédéraux de financement de la recherche scientifique (CRSNG, CRSH et IRSC). Par sa dimension interdisciplinaire et interinstitutionnelle, le RCE ArcticNet sollicite la mise en place de divers accommodements sur une thématique environnementale controversée, celle du développement de l’Arctique canadien côtier. Notre approche se concentre sur la description de ces collaborations pluralistes et l’analyse des stratégies de consensus mises en place par une organisation universitaire médiatrice. Si cette étude illustre le cas d’ArcticNet, elle questionne toutefois deux réalités d’ensemble: (1) D’un point de vue théorique, prépondérant dans cette thèse, les enjeux environnementaux et de développement durable s’inscrivent dans les nouvelles réalités de la production des connaissances portées par une coévolution entre science et société, contribuant à l’expansion des domaines de R&D ciblés; et, (2) D’un point de vue empirique illustratif, les éléments de formation et d’évolution d’un réseau sociotechnique intersectoriel et les stratégies des scientifiques dans la recherche et le développement de l’Arctique canadien côtier présentent un profil basé sur l’accommodement des parties prenantes. Cette recherche adhère au postulat épistémologique des théories des organisations sociotechniques pluralistes, plutôt qu’aux modèles théoriques de la société/économie de la connaissance. L’étude regroupe un total de 23 entrevues recueillies en 2008 et en 2010 auprès de l’administration, de membres scientifiques et de partenaires d’ArcticNet, suivant une logique de témoignage. Elle ouvre ainsi une nouvelle réflexion sur leur milieu de pratique de la science, plus particulièrement des sciences de l’environnement, vers lequel la société actuelle oriente la nouvelle production des connaissances, à travers les divers financements de la recherche et du développement.<br>Cette thèse cible l’étude d’une organisation sociotechnique pluraliste, le Réseau de centres d’excellence ArcticNet, établi depuis 2003 au sein de l’Université Laval et financé par le programme fédéral des Réseaux de centres d’excellence (RCE). Ce programme, effectif depuis 1988, est issu d’une initiative du ministère de l’Industrie Canada et des trois Conseils fédéraux de financement de la recherche scientifique (CRSNG, CRSH et IRSC). Par sa dimension interdisciplinaire et interinstitutionnelle, le RCE ArcticNet sollicite la mise en place de divers accommodements sur une thématique environnementale controversée, celle du développement de l’Arctique canadien côtier. Notre approche se concentre sur la description de ces collaborations pluralistes et l’analyse des stratégies de consensus mises en place par une organisation universitaire médiatrice. Si cette étude illustre le cas d’ArcticNet, elle questionne toutefois deux réalités d’ensemble: (1) D’un point de vue théorique, prépondérant dans cette thèse, les enjeux environnementaux et de développement durable s’inscrivent dans les nouvelles réalités de la production des connaissances portées par une coévolution entre science et société, contribuant à l’expansion des domaines de R&D ciblés; et, (2) D’un point de vue empirique illustratif, les éléments de formation et d’évolution d’un réseau sociotechnique intersectoriel et les stratégies des scientifiques dans la recherche et le développement de l’Arctique canadien côtier présentent un profil basé sur l’accommodement des parties prenantes. Cette recherche adhère au postulat épistémologique des théories des organisations sociotechniques pluralistes, plutôt qu’aux modèles théoriques de la société/économie de la connaissance. L’étude regroupe un total de 23 entrevues recueillies en 2008 et en 2010 auprès de l’administration, de membres scientifiques et de partenaires d’ArcticNet, suivant une logique de témoignage. Elle ouvre ainsi une nouvelle réflexion sur leur milieu de pratique de la science, plus particulièrement des sciences de l’environnement, vers lequel la société actuelle oriente la nouvelle production des connaissances, à travers les divers financements de la recherche et du développement.

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Livres sur le sujet "Technical excellence"

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Rossiter, Alan P. Professional excellence: Beyond technical competence. Wiley, 2008.

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Argetsinger, Michael. Mark Donohue: Technical excellence at speed. David Bull Pub., 2009.

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Alwani-Starr, Ghazwa. The management of technical excellence in design organisations. CIRIA, 2000.

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Frignac, J.-P. The engineering challenge: To retain technical excellence in the changing aerospace environment. Society of Automotive Engineers, 1997.

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Daniels, M. Harry. Toward excellence in secondary vocational education: Developing pretechnical curricula. National Center for Research in Vocational Education, Ohio State University, 1985.

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M, Timms Delia, and Educational Resources Information Center (U.S.), eds. Measuring tech prep excellence: A practitioner's guide to evaluation. National Research Center for Career and Technical Education, University of Minnesota, 2001.

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Montana Council on Vocational Education. Striving for excellence in vocational technical education: Annual report, fiscal year 1991. The Council, 1991.

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Maryland. Division of Vocational-Technical Education., ed. Achieving goals through excellence at work: A special report on vocational-technical education in Maryland for fiscal year 1987. Division of Vocational-Technical Education, Maryland State Dept. of Education, 1987.

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International Center for Leadership in Education., ed. Academic excellence through career and technical education: A resource kit incorporating the CTE curriculum matrix. International Center for Leadership in Education, 2002.

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United States. National Aeronautics and Space Administration, ed. George M. Low Trophy: NASA's quality and excellence award. NASA, 1992.

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Chapitres de livres sur le sujet "Technical excellence"

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Carter, Eric, and Matthew Hurst. "Technical Excellence." In Agile Machine Learning. Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5107-2_9.

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Gaynor, Stella Marie. "TV Horror and Technical Excellence." In Rethinking Horror in the New Economies of Television. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97589-0_4.

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Osondu, Akunna, and Pia K. Garcia. "Hospitality and Personality Development: Technical and Human Excellence." In Humanistic Perspectives in Hospitality and Tourism, Volume 1. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95671-4_11.

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Lowell, Kevin R. "Agile Principle 9: “Continuous Attention to Technical Excellence and Good Design Enhances Agility”." In Future of Business and Finance. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36429-7_16.

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Psifidou, Irene, and Slava Pevec Grm. "VET Teachers and Trainers’ Competence in Creating Inclusion and Excellence: European Policy Agenda, Approaches and Challenges." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_7.

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Andrezak, Markus, and Bernd Schiffer. "Kanban and Technical Excellence or: Why Daily Releases Are a Great Objective to Meet." In Lean Enterprise Software and Systems. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16416-3_17.

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Nayana Tara, S., and N. S. Sanath Kumar. "Initiatives in Skill Upgrading: The Case of Centres of Excellence (COE) in Industrial Training Institutes (ITI) in Karnataka, India." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_8.

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Berg-Postweiler, Julia, Marie Decker, and Carmen Leicht-Scholten. "Academia as a Key Factor in Fostering Responsible Research and Innovation with and for Society: The Case of the RRI Hub at RWTH Aachen University." In Transformation Towards Sustainability. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-54700-3_15.

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AbstractNowadays, society faces challenges like climate change and inequality that are addressed by the Sustainable Development Goals. Academia plays a central role as a driver for innovation through research, teaching, and transfer to develop answers to these challenges. Responsible Research and Innovation (RRI) provides a framework for aligning research and innovation with societal needs. The technical university RWTH Aachen University considers RRI to be one of its main principles and established the RRI Hub as part of its excellence strategy in 2019. The RRI Hub is supposed to strengthen RRI in research, teaching, and transfer, with a focus on sustainable and responsible development, social innovation, and sustainable and inclusive artificial intelligence. This article describes the importance of academia to foster RRI and to structurally integrate it into universities using the example of the RRI Hub at the technical university RWTH Aachen. As a case, a participatory research project in the area of RRI is presented additionally.

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Curry, Edward, Edo Osagie, Niki Pavlopoulou, Dhaval Salwala, and Adegboyega Ojo. "A Best Practice Framework for Centres of Excellence in Big Data and Artificial Intelligence." In The Elements of Big Data Value. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68176-0_8.

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AbstractThis chapter presents a best practice framework for the operation of Big Data and Artificial Intelligence Centres of Excellence (BDAI CoE). The goal of the framework is to foster collaboration and share best practices among existing centres and support the establishment of new Centres of Excellence (CoEs) within Europe. The framework was developed following a phased design science process, starting from a literature review to create an initial framework which was enhanced with the findings of a multi-case study of existing successful CoEs. Each case study involved an in-depth analysis and a series of in-depth interviews with leadership personnel of existing CoEs.The resulting best practice framework models a CoE using open systems theory that comprises input (environment), transformation (CoE) and output (impact). The framework conceptualises the internal operation of the CoE as a set of high-level capabilities including strategy, governance, structure, funding, and people and culture. The core capabilities of the CoE include business development, collaboration, research support services, technical infrastructure, experimentation/demonstration platforms, Intellectual Property (IP) and data protection, education and public engagement, policy outreach, technology and knowledge transfer, and performance and impact assessment. In this chapter we describe the best practice framework for CoEs in big data and AI, including objectives, environment, strategic and operational capabilities, and impact. The chapter outlines how the framework can be used by a CoE to support its strategic direction and operational decisions over time, and how a new CoE can use it in the start-up phase. Based on the analysis of the case studies, the chapter explores the critical success factors of a CoE as defined by a survey of CoE managers. Finally, the chapter concludes with a summary.

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Delgado, Luis, and Gonzalo León. "Strategic Aggregation of Universities in Spain: The Spanish Program International Campus of Excellence and the Experience of the Technical University of Madrid." In Mergers and Alliances in Higher Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13135-1_12.

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Actes de conférences sur le sujet "Technical excellence"

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Gam, H. F. "Management Actions Necessary to Ensure Technical Excellence of EMC Test Services." In 10th International Zurich Symposium and Technical Exhibition on Electromagnetic Compatibility. IEEE, 1993. https://doi.org/10.23919/emc.1993.10781159.

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Narong, David Kongpiwatana. "The Research Landscape and Emerging Trends in Technical and Vocational Education and Training for Sustainability (1998–2023)." In 2024 International Conference on TVET Excellence & Development (ICTeD). IEEE, 2024. https://doi.org/10.1109/icted62334.2024.10844646.

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Nazzal, Mahmoud Mohamed, Sara Salih Mohamed Ahmed, Mohammed A. S. Doheir, et al. "Implications of Technical and Vocational Education and Training (TVET) on Economic Development and Employment Prospects in Palestine." In 2024 International Conference on TVET Excellence & Development (ICTeD). IEEE, 2024. https://doi.org/10.1109/icted62334.2024.10844674.

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Caamano-Gordillo, Luis Daniel, Luis David Castro-Vera, Ángel Eduardo González Vásquez, and Tania Catalina Rojas Párraga. "Production Optimization in Plastic Packaging Plant: Lean Manufacturing Operational Excellence Model." In 2024 IEEE Eighth Ecuador Technical Chapters Meeting (ETCM). IEEE, 2024. http://dx.doi.org/10.1109/etcm63562.2024.10746192.

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Tobias, Roberto Gomez, Jorge Alvarez, Javier Armando Gonzalez Lozano, and Luis Vicente Cabeza Llanos. "Bridging the Gender Gap in Technical and Vocational Education and Training: A Global Comparative Study of Policy, Technology, and Gender Inclusivity." In 2024 International Conference on TVET Excellence & Development (ICTeD). IEEE, 2024. https://doi.org/10.1109/icted62334.2024.10844655.

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Gintert, Lawrence A., Robert B. Mason, and Donald R. Skelton. "Development of a Joint Test Protocol for Validation of Alternatives to Corrosion Prevention for Military Ground Vehicle Body Panels." In CORROSION 2003. NACE International, 2003. https://doi.org/10.5006/c2003-03222.

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Abstract The cost impact for Department of Defense (DoD) equipment due to corrosion warrants the high priority placed on evaluating new techniques for corrosion control. The development of a Joint Test Protocol (JTP) for alternatives to current corrosion protection methods used on ground vehicle body panels has been accomplished under the US Army Corrosion Measurement and Control (CM&C) program as part of the National Defense Center for Environmental Excellence (NDCEE) contract. Stakeholders representing various disciplines within the DoD and original equipment manufacturers (OEMs) contributed to the effort. This paper discusses the development of the JTP, the technical contents of the document, lessons learned during the effort, and ongoing related activities.

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Kline, John, and Charles Kline. "Maintenance excellence." In 2017 IEEE-IAS/PCA Cement Industry Technical Conference. IEEE, 2017. http://dx.doi.org/10.1109/citcon.2017.7951857.

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Ogren, D. John. "Excellence in Technology." In SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 1989. http://dx.doi.org/10.2118/spe-19644-ms.

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Michael, Andreas. "Excellence in Petroleum Engineering." In SPE Annual Technical Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/214814-ms.

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Abstract The failed merger attempt between SPE and the American Association of Petroleum Geologists (AAPG) in 2020-21 brought about nonsensical calls for rebranding the petroleum engineering (PE) discipline into something like "energy engineering" and by extension SPE into "Society of Professionals in Energy." This led to the writing of "Petroleum Engineers Need a Strong Professional Society" (SPE-210365). I felt a need to combat heavy-consequence-bearing misconceptions promulgated in the PE community, including a field of great importance: education. Someone had to set the record straight. PE academic programs interested in facilitating a smooth transition of their graduates into the industry should work in conjunction with the exploration and production (E&P) sector of the oil and gas (O&G) industry to provide the correct balance between theory and practice in their coursework, ensuring that relevant-E&P-job openings are filled with their graduates. The low PE-student enrollment levels frequently reported may be a manifestation of long-standing issues within the PE higher education. Decisions on things like curricula/syllabi design, along with faculty hiring should be governed by a desire to equip PE graduates with a competitive advantage over non-PE graduates vis-à-vis related-E&P domains.Integrating the many PE subdisciplines (drilling, reservoir, production, and other) in a manner efficient for learning is essential for producing competitive-and-market-attractive young professionals. PE graduates must be cognizant of the basics and fundamentals of their "trade," comfortable in assessing E&P problems efficiently through all their facets. While talks on the transferability of skills that PEs typically feature into peripheral disciplines mainstreams, strengthening the competitive advantage that PE graduates must hold over non-PE graduates is where the focus needs to be. Excellence in PE requires intra-disciplinarism – completeness on all fronts.This paper presents ten "truisms" (cold, hard realities of the modern-day world), providing explanations behind several status quos impacting the PE discipline, directly or indirectly.

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Gill, Paul, and William Vaughan. "Engineering Excellence and Role of Technical Standards." In 44th AIAA Aerospace Sciences Meeting and Exhibit. American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-573.

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Rapports d'organisations sur le sujet "Technical excellence"

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Bochenek, Grace M. TARDEC - University Partnerships for Technical Excellence. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada473222.

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Webb, R. H. Center of Excellence: Microlaser microscope. Annual progress technical report. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10179762.

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Kurunganty, Sastry, Roberto Loran, Rolando Roque-Malherbe, et al. DOE Chair of Excellence in Environmental Disciplines-Final Technical Report. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1120739.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Soldano, Miguel, Eduardo C. Cobas, Rosalia Grassi, and Elena Costas-Perez. Country Program Evaluation: Peru (2007-2011). Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0010438.

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This evaluation examines the IDB's Country Program with Peru for the 2007-2011 period. Policy reforms accounted for most of the approvals in this period. These involved programmatic loans associated with non-reimbursable technical cooperation operations as financial instruments. The main outcomes identified highlight the IDB's technical contributions to the solutions designed and to promoting the implementation of policy reform agendas in various sectors. The outputs associated with the legitimation of institutional arrangements among the various executing agencies and the approval of new organizational, legal, and regulatory frameworks were the main tangible results of the strategy. For the impact of the IDB's programmatic exercise with Peru to be enhanced, OVE proposes the following recommendations: (i) include knowledge and technical cooperation as program products; (ii) accelerate the change in the public-private makeup of the portfolio to elevate the importance and catalytic effect of the non-sovereign portfolio; (iii) seek greater balance in the sovereign portfolio between investment and policy reform financing modalities; (iv) foster progress in the country execution capacities and systems in line with the transformations in the IDB's monitoring and evaluation systems; and (v) concentrate the program's scope on fewer issues, focusing on sustainable growth and inequality reduction, which are the IDB's areas of excellence.

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Jones, Nicole S., Jeri D. Ropero-Miller, Heather Waltke, Danielle McLeod-Henning, Danielle Weiss, and Hannah Barcus. Proceedings of the International Forensic Radiology Research Summit May 10–11, 2016, Amsterdam, The Netherlands. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.cp.0005.1709.

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On May 10–11, 2016, the US Department of Justice (DOJ) National Institute of Justice (NIJ), the Netherlands Forensic Institute (NFI; Dutch Ministry of Security and Justice of the Netherlands), the International Society for Forensic Radiology and Imaging (ISFRI), the International Association of Forensic Radiographers (IAFR), and NIJ’s Forensic Technology Center of Excellence (FTCoE) at RTI International organized and convened the International Forensic Radiology Research Summit (IFRRS) at the Academic Medical Center in Amsterdam. The summit assembled 40 international subject matter experts in forensic radiology, to include researchers, practitioners, government employees, and professional staff from 14 countries. The goal of this 2-day summit was to identify gaps, challenges, and research needs to produce a road map to success regarding the state of forensic radiology, including formulating a plan to address the obstacles to implementation of advanced imaging technologies in medicolegal investigations. These proceedings summarize the meeting’s important exchange of technical and operational information, ideas, and solutions for the community and other stakeholders of forensic radiology.

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Desa, Hazry, Muhammad Azizi Azizan, Nur Zakirah Rabiha Md. Rejab, and Mohd Shafiq Ismail. CONSERVATION WORKS ON HERITAGE BUILDING: GENERATING AS BUILT DRAWING BY UAV APPLICATION AND 3D LASER SCANNER FOR FACILITIES MAINTENANCE. Penerbit Universiti Malaysia Perlis, 2023. http://dx.doi.org/10.58915/techrpt2023.002.

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This technical report presents the outcomes of a research project entitled "Conservation Works on Heritage Building: Generating As Built Drawing by UAV Application and 3D Laser Scanner for Facilities Maintenance". The project was initiated and funded by IP Fokus Sdn. Bhd. and was conducted by the Centre of Excellence for Unmanned Aerial Systems (COE-UAS), UniMAP. The aim of this project was to explore the use of unmanned aerial vehicles (UAVs) and 3D laser scanners in generating as-built drawings for the maintenance of heritage buildings. The project sought to address the challenge of accurately documenting and maintaining heritage buildings, which are often complex structures with intricate designs and historical significance. The research project commenced on 1st February 2018 and was initially scheduled to end on 31st August 2019. However, due to unforeseen circumstances, the project was extended to 15th October 2019. Throughout the duration of the project, the research team worked diligently to achieve the objectives of the project. This technical report provides a comprehensive overview of the project, including the background and rationale, methodology, data collection, and analysis, and the key findings and recommendations. It also includes a detailed description of the UAV and 3D laser scanning technologies used in the project, as well as the software used for data processing and analysis.

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Findlay, Trevor. The Role of International Organizations in WMD Compliance and Enforcement: Autonomy, Agency, and Influence. The United Nations Institute for Disarmament Research, 2020. http://dx.doi.org/10.37559/wmd/20/wmdce9.

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Major multilateral arms control and disarmament treaties dealing with weapons of mass destruction (WMD) often have mandated an international organization to monitor and verify State party compliance and to handle cases of non-compliance. There are marked differences in the mandates and technical capabilities of these bodies. Nonetheless, they often face the same operational and existential challenges. This report looks at the role of multilateral verification bodies, especially their secretariats, in dealing with compliance and enforcement, the extent to which they achieve “agency” and “influence” in doing so, and whether and how such capacities might be enhanced. In WMD organizations it is the governing bodies that make decisions about noncompliance and enforcement. The role of their secretariats is to manage the monitoring and verification systems, analyse the resulting data – and data from other permitted sources – and alert their governing bodies to suspicions of non-compliance. Secretariats are expected to be impartial, technically oriented and professional. It is when a serious allegation of non-compliance arises that their role becomes most sensitive politically and most vital. The credibility of Secretariats in these instances will depend on the agency and influence that they have accumulated. There are numerous ways in which an international secretariat can position itself for maximum agency and influence, essentially by making itself indispensable to member States and the broader international community. It can achieve this by engaging with multiple stakeholders, aiming for excellence in its human and technical resources, providing timely and sustainable implementation assistance, ensuring an appropriate organizational culture and, perhaps most of all, understanding that knowledge is power. The challenge for supporters of international verification organizations is to enhance those elements that give them agency and influence and minimize those that lead to inefficiencies, dysfunction and, most damaging of all, political interference in verification and compliance judgements.

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Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/159.

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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.

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Uche, Chidi, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Retrospective Study of Inspectors Competency in the Act of Writing GMP Inspection Report. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317445.

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The research was a retrospective study of twenty-five Good Manufacturing Practice (GMP) inspection reports (from March 2017 through to December 2018) of a national medicine regulatory agency, drug Inspectorate, in West Africa, designed to assess the inspectors’ expertise in the act of inspection report writing. The investigation examined a paper-based tool of thirteen pre-registration Inspection reports and twelve GMP reassessment reports written prior and following an intervention program by external GMP trainers to enhance inspectors’ skill in pharmaceutical cGMP inspection. The study made use of quantitative analysis to investigate each team’s expertise in the act of writing GMP inspection report. Likewise, each report’s compliance with the requirements of three regulatory standards on GMP inspection report writing was ascertained. Impact of intervention program on lead inspectors’ competence was assessed. Lastly, gap in each team writing effectiveness, and lead inspectors’ abilities to deliver an effective report were determined. The results showed one of the inspection team (4.0%) wrote an excellent report. Two (8.0%) of the twenty-five inspection teams penned good inspection reports. Eleven (44.0%) teams drafted needs improvement reports and the remaining eleven teams (44.0%) prepared unacceptable reports. The excellent report and the two good reports had report format that meet expectation. One (50.0%) of the good reports showed the authors possess excellent knowledge of cGMP technical areas. The remain good report (50.0%) revealed the writers’ knowledge.as good. The excellent report showed the authors displayed partial mastery in the use of objective evidence while the two good reports disclosed theirs as having partial and evolving abilities. One of the teams (50.0%) that wrote good reports displayed good use of third person narrative past tense in report writing whereas the other team used the same tense and voice excellently. Generally, a sort of marginal level of performance was prominent among the inspection teams. A gap, if not tackled, will slow down regulatory process through increase report review, litigations that query report factual accuracy (AIHO, 2017) and delay in issuance of marketing authorization. In conclusion, trainings on quality attributes, such as technical content (Quality Management System (QMS) and Site), the use of objective evidence, assignment of risk levels to GMP violations and citing of applicable laws, regulation and guidelines that substantiate GMP observations, were recommended, to enhance knowledge sharing and regulators’ performance in the act of writing inspection report.

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