Green jobs for physics graduates

Physics World ◽  
2021 ◽  
Vol 34 (10) ◽  
pp. 52-55
Author(s):  
Laura Hiscott
Keyword(s):  
Problem Solving ◽  
Technical Knowledge ◽  
Green Jobs ◽  
Problem Solving Skills ◽  
Environmental Challenges ◽  
Sustainable Future

With their mix of technical knowledge and problem-solving skills, physics graduates are ideally placed to tackle the world’s environmental challenges. Laura Hiscott speaks to a range of physicists who are doing their bit to build a greener, more sustainable future.

scholarly journals Development of a Skills-Based IPC Supervisor Course During the 2018-19 DRC Ebola Virus Disease Outbreak

2020 ◽  
Vol 41 (S1) ◽  
pp. s188-s188
Author(s):  
Katie Wilson ◽  
Danica Gomes ◽  
Samuel Mangala ◽  
Hanako Osuka ◽  
Erica Tindall Umeakunne ◽  
...  
Keyword(s):  
Problem Solving ◽  
Ebola Virus ◽  
Virus Disease ◽  
Action Plan ◽  
Lessons Learned ◽  
Ebola Virus Disease ◽  
Infection Prevention And Control ◽  
Technical Knowledge ◽  
Ministry Of Health ◽  
Problem Solving Skills

Background: With >3,000 cases and 2,000 deaths, the current outbreak of Ebola virus disease (EVD) in the Democratic Republic of the Congo (DRC) is the second-largest reported EVD outbreak in history. Healthcare-associated transmission of EVD has been a persistent amplifier of transmission due, in part, to fragility of the healthcare system, lack of basic infection prevention and control (IPC) infrastructure, and large number of healthcare facilities (HCFs). A central component of the strategy to rapidly strengthen IPC in HCFs is the provision of IPC supervisors to oversee standardized risk assessments and improvements and provide mentorship to HCF staff. To support these activities, we designed skills based training for IPC supervisors. Methods: Staff recruited by the Ministry of Health (MoH) to strengthen IPC are part of an outbreak-specific cadre known as IPC supervisors. IPC supervisors, who originally lacked technical knowledge and mentoring experience, were trained to provide technical support and mentorship to staff at HCFs, with the objective of improving IPC-related processes and behaviors. A competency-based training course was designed by conducting informal assessments of IPC supervisors during daily tasks to identify areas for performance improvement. We developed competencies based on activities designated for IPC supervisors according to MoH guidelines. We planned an iterative training rollout to allow for continuous, real-time modifications based on lessons learned throughout the implementation phase. Results: Although IPC supervisors displayed technical knowledge of IPC recommendations, we observed large gaps in implementation. IPC supervisors frequently failed to recognize behaviors that are high-risk for infection transmission. In addition, IPC supervisors lacked the ability to develop prioritized action plans and to implement interventions aimed at rapidly improving IPC practices. The course, designed as an interactive, skills-based training, is rooted in instructional design principles and addresses 4 key competencies: risk recognition and prioritization, IPC assessment completion, action plan development, and effective leadership and communication. The course will be pilot tested in the DRC to an audience of 25 IPC supervisors. Conclusions: In an outbreak setting, strong mentorship and problem-solving skills are needed to support effective implementation of IPC quality improvement. Trainings that are informed by field experiences and teach problem-solving, coaching, and communication skills are critical and can be developed rapidly. The strategy employed by the Ministry of Health to rapidly achieve IPC capacitation at HCFs might be adapted for use in future outbreaks.Funding: NoneDisclosures: None

Assessing Collaborative Behavior in Students

2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Seventh Graders ◽  
Computer Assisted ◽  
Personality Tests ◽  
Problem Solving Skills ◽  
Knowledge Application ◽  
Computer Agent ◽  
Collaborative Behavior ◽  
Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

Dimensions of marital conflict and children's social problem-solving skills.

1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli
Keyword(s):  
Problem Solving ◽  
Marital Conflict ◽  
Social Problem ◽  
Social Problem Solving ◽  
Problem Solving Skills

Problem Solving Skills Training for Return to Work

2013 ◽  
Author(s):  
William S. Shaw ◽  
Michael Feuerstein ◽  
Virginia I. Miller ◽  
Patricia M. Wood
Keyword(s):  
Problem Solving ◽  
Return To Work ◽  
Skills Training ◽  
Problem Solving Skills

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

PENGEMBANGAN BAHAN AJAR PROBLEM BASED LEARNING KEMAMPUAN PEMECAHAN MASALAH MATERI SPLTV

2019 ◽  
Vol 3 (1) ◽  
pp. 70-80
Author(s):  
Sri Ayu Harani Tanjung ◽  
Yuli Amalia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Student Response ◽  
Design Development ◽  
Research Subjects ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Ability Tests ◽  
Analysis Design

Bahan ajar dikembangkan berdasarkan karakteristik siswa, sehingga kompetensi yang ditetapkan dapat dicapai. Secara umum kemampuan pemecahan masalah siswa masih sangat rendah, siswa belum bisa memahami soal, sehingga terkendala dalam menentukan model penyelesaian soal matematika. Penelitian ini bertujuan untuk mendeskripsikan kevalidan, keefektifan, dan respon siswa terhadap bahan ajar berbasis Problem Based Learning berkemampuan pemecahan masalah yang dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation. Subjek Penelitan dalam penelitian ini adalah siswa SMA Negeri 1 Meureubo kelas X Mia2 sebanyak 23 siswa. Instrumen penelitian berupa lembar validasi, angket respon siswa, dan tes. Dari hasil uji coba, pada uji coba I dan II diperoleh bahan ajar berbasis Problem Based Learning yang dikembangkan efektif ditinjau dari 70% siswa yang mengikuti tes kemampuan pemecahan masalah memperoleh nilai minimal 75 dan tercapainya ketuntasan belajar tes kemampuan pemecahan masalah  75% dan respon positif siswa terhadap bahan ajar berbasis Problem Based Learning untuk kemampuan pemecahan masalah yang dikembangkan. Teaching materials are developed based on the characteristics of students, so that the specified competencies can be achieved. In general, students' problem solving abilities are still very low, students have not been able to understand the problem, so it is constrained in determining the mathematical problem solving model. This study aims to describe the validity, effectiveness, and response of students to Problem Based Learning-based teaching materials that are problem-solving skills developed. This research is a development research using ADDIE models namely Analysis, Design, Development, Implementation, and Evaluation. The research subjects in this study were 23 students of Meureubo High School 1 in class Mia2 as many as 23 students. The research instruments were validation sheets, student response questionnaires, and tests. From the results of the trials, in the first and second trials obtained teaching materials based on Problem Based Learning that were developed effectively in terms of 70% of students taking the test of problem solving skills obtained a minimum score of 75 and achievement of learning completeness 75% problem solving ability tests and positive responses for Problem Based Learning based teaching materials for problem solving abilities developed.

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