Bend me, shape me: A practical experience of repurposing research data

This paper describes the development and implementation of a specification for nighttime highway construction and maintenance projects in Nova Scotia, Canada, with the details of the specification and the lessons learned during its use on projects in the years 2002, 2003, and 2004. Increasing traffic volumes and the demand from the motoring public to minimize delays at work zones throughout North America have led to the scheduling of some highway maintenance and construction activities during nighttime hours. That has also been the experience in Nova Scotia. The first edition of the specification was developed by compiling information from many sources. A literature search, discussions with most American state and Canadian provincial agencies, and research data from TRB and other sources were used in the development of the specification. This specification has been revised each year on the basis of further research and practical experience with its use. It has been used on nighttime highway projects in Nova Scotia since 2002.

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Development of Instructional Design Guidelines for Team Training Devices

Proceedings of the Human Factors Society Annual Meeting ◽

10.1177/154193128703100122 ◽

1987 ◽

Vol 31 (1) ◽

pp. 97-101

Author(s):

Robert W. Swezey ◽

Eduardo Salas

Keyword(s):

Instructional Design ◽

Data Base ◽

Team Training ◽

Practical Experience ◽

Design Guidelines ◽

Research Data ◽

Training Design ◽

Team Processes ◽

Design Characteristics ◽

Instructional Design Principles

Both the research data base and practical experience, indicate that engineers involved in the design and development of team training devices either have inadequate access to, or for other reasons do not typically use, human factors and instructional design principles. This paper discusses a project whose purpose is to: (1) identify team processes and characteristics which may be employed in the design of team training devices, (2) state this information in guideline form, and (3) begin the development of a taxonomy of team training design characteristics which may be used to organize the guidelines.

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Ensuring Availability and Quality of Research Data through Open Access and Public Peer-Review

Septentrio Conference Series ◽

10.7557/5.3028 ◽

2014 ◽

Author(s):

Martin Rasmussen

Keyword(s):

Open Access ◽

Peer Review ◽

Economic Value ◽

Scientific Publication ◽

Practical Experience ◽

Open Access Journal ◽

Research Data ◽

Science Data ◽

Data Repositories

The scientific and economic value of research data is enormous. In order to realize a successful subsequent usage, the scientific community needs efficient access to data. Thereby, the access has to be reliable and persistent. In addition, the quality of the data has to be proved following standardized work flows.One solution to these preconditions is to apply techniques of today’s scientific publishing to research data. Besides the access to the data sets through data repositories together with some metadata, the data should undergo a transparent peer-review using a publication platform.The presentation discusses two approaches. On the one hand, the data can be the basis for a research article and undergoes a review parallel to the review of the manuscript. The data is then a reviewed supplement to a scientific publication. On the other hand, the data itself can be the subject of a publication whose quality is then assured by peers.The presentation provides practical experience, especially with the latter strategy, realized through the open access journal Earth System Science Data (ESSD) with interactive public peer-review.

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The Fundamentals of the Clinical Fellowship Experience

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig11.81 ◽

2016 ◽

Vol 1 (11) ◽

pp. 81-85

Author(s):

Melanie Hudson

Keyword(s):

Growth And Development ◽

Transition Period ◽

Clinical Skills ◽

Practical Experience ◽

Professional Experience ◽

New Graduate ◽

Independent Practitioner

The Clinical Fellowship Experience is described by the American Speech-Hearing-Language Association (ASHA) as the transition period from constant supervision to independent practitioner. It is typically the first paid professional experience for the new graduate, and may be in a setting with which the new clinician has little or even no significant practical experience. The mentor of a clinical fellow (CF) plays an important role in supporting the growth and development of this new professional in areas that extend beyond application of clinical skills and knowledge. This article discusses how the mentor may provide this support within a framework that facilitates the path to clinical independence.

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