scholarly journals Transitioning Education and Training to a Virtual World, Lessons Learned

2021 ◽  
Vol 12 (2) ◽  
pp. 18-20
Author(s):  
S. Charlie Dey ◽  
Victor Eijkhout ◽  
Lars Koesterke ◽  
Je'aime Powell ◽  
Susan Lindsey ◽  
...  
Keyword(s):  
Virtual World ◽  
Education And Training ◽  
Lessons Learned ◽  
And Training

scholarly journals Improved Biosafety and Biosecurity Measures and/or Strategies to Tackle Laboratory-Acquired Infections and Related Risks

2018 ◽  
Vol 15 (12) ◽  
pp. 2697 ◽  
Author(s):  
Huasong Peng ◽  
Muhammad Bilal ◽  
Hafiz Iqbal
Keyword(s):  
Genetically Modified Organisms ◽  
Hazardous Materials ◽  
Education And Training ◽  
Lessons Learned ◽  
Working Environment ◽  
Salmonella Spp ◽  
The Past ◽  
Health Related ◽  
Laboratory Workers ◽  
And Training

Herein, we reviewed laboratory-acquired infections (LAIs) along with their health-related biological risks to provide an evidence base to tackle biosafety/biosecurity and biocontainment issues. Over the past years, a broad spectrum of pathogenic agents, such as bacteria, fungi, viruses, parasites, or genetically modified organisms, have been described and gained a substantial concern due to their profound biological as well as ecological risks. Furthermore, the emergence and/or re-emergence of life-threatening diseases are of supreme concern and come under the biosafety and biosecurity agenda to circumvent LAIs. Though the precise infection risk after an exposure remains uncertain, LAIs inspections revealed that Brucella spp., Mycobacterium tuberculosis, Salmonella spp., Shigella spp., Rickettsia spp., and Neisseria meningitidis are the leading causes. Similarly, the human immunodeficiency virus (HIV) as well as hepatitis B (HBV) and C viruses (HCV), and the dimorphic fungi are accountable for the utmost number of viral and fungal-associated LAIs. In this context, clinical laboratories at large and microbiology, mycology, bacteriology, and virology-oriented laboratories, in particular, necessitate appropriate biosafety and/or biosecurity measures to ensure the safety of laboratory workers and working environment, which are likely to have direct or indirect contact/exposure to hazardous materials or organisms. Laboratory staff education and training are indispensable to gain an adequate awareness to handle biologically hazardous materials as per internationally recognized strategies. In addition, workshops should be organized among laboratory workers to let them know the epidemiology, pathogenicity, and human susceptibility of LAIs. In this way, several health-related threats that result from the biologically hazardous materials can be abridged or minimized and controlled by the correct implementation of nationally and internationally certified protocols that include proper microbiological practices, containment devices/apparatus, satisfactory facilities or resources, protective barriers, and specialized education and training of laboratory staffs. The present work highlights this serious issue of LAIs and associated risks with suitable examples. Potential preventive strategies to tackle an array of causative agents are also discussed. In this respect, the researchers and scientific community may benefit from the lessons learned in the past to anticipate future problems.

Technical Workforce Education and Training Program at Abu Dhabi Polytechnic: Integration of Academia and Industry Requirements

2018 ◽  
Author(s):  
Anthony Hechanova
Keyword(s):  
Power Plant ◽  
Nuclear Power Plant ◽  
Training Program ◽  
Nuclear Power ◽  
Nuclear Energy ◽  
Education And Training ◽  
Lessons Learned ◽  
Abu Dhabi ◽  
Pressurized Water ◽  
And Training

The United Arab Emirates (UAE) is a developing affluent nation. The leaders of the UAE announced the pursuit of peaceful nuclear power in 2008 and by the end of the following year established its Nuclear Energy Program Implementing Organization (the Emirates Nuclear Energy Corporation (ENEC)), Federal Authority for Nuclear Regulation (FANR), and ordered four APR-1400 pressurized water reactors from the Korean Electric Power Company (KEPCO). Nuclear Engineering programs were initiated soon afterwards at Khalifa University for graduate students and the University of Sharjah for undergraduate students. The technical workforce including nuclear power plant local operators and chemistry and radiation protection personnel was established by ENEC and the Institute of Applied Technology as an inaugural program of Abu Dhabi Polytechnic (AD Poly) in 2011. This paper describes the development of the dual education and training program at AD Poly, the experience of the initial cohorts who conducted their training at the APR-1400 units at the Shin Kori Nuclear Power Plant in Korea, and the current program between the AD Poly Abu Dhabi campus and the new Barakah Nuclear Power Plant based on lessons learned from the earlier years.

scholarly journals New Features of the NATO Centres of Excellence in Support of the North-Atlantic Alliance Transformation

2016 ◽  
Vol 22 (1) ◽  
pp. 119-125
Author(s):  
Eduard Simion ◽  
Alexandru Kis
Keyword(s):  
Education And Training ◽  
Lessons Learned ◽  
Department Head ◽  
Added Value ◽  
Quantitative Aspect ◽  
The North ◽  
Recent Developments ◽  
Network Status ◽  
And Training ◽  
Centres Of Excellence

Abstract The number of NATO Centres of Excellence (COEs) has constantly increased, covering further disciplines of interest for NATO capability development. Meanwhile, the involvement of participating nations in COEs augmented, as a proof of the added value COEs bring not only to NATO, but to the involved nations - key stakeholders of these ventures – as well. The quantitative aspect of the NATO COEs network status is complemented by qualitative dimensions describing the current and projected work of the Centres. Their activity aims at top contribution within the four pillars their programs of work cover – doctrine development and standardization, concept development and experimentation, education and training, or lessons learned management. In this respect, this paper further investigates recent developments on the COEs network’s stage, where acquiring Quality Assurance seal and accreditation as Education and Training Facilities for NATO, or even more achieving the Department Head status for the disciplines they cover, is a real mark of excellence and an indicator of successful entrepreneurship.

scholarly journals SOCIAL DIALOGUE AND PARTNERSHIP IN VOCATIONAL EDUCATION AND TRAINING

2015 ◽  
Vol 3 (1) ◽  
pp. 81-88
Author(s):  
Zoran Velkovski ◽  
Elena Rizova
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Lessons Learned ◽  
Vocational Education And Training ◽  
Open Market ◽  
Learning Context ◽  
Social Dialogue ◽  
Republic Of Macedonia ◽  
The Republic ◽  
And Training

Vocational education and training systems in the Republic of Macedonia have been put under strong pressure for modernisation in the last decades. In addition to economic and political globalisation, technological innovations brought rapid changes in the type of jobs and the content of labour in the national economies, which lead to change of the demand for qualifications and new skills on an on-going basis; the open market and migration expanded opportunities for work within and between countries, and the complexity of the demand for new skills on the labour market have dramatically begun affecting and shaping the structure, organisation and content of vocational education and training.This report is based on the experiences from the collaborative approach applied in the development of the Strategy for Vocational Education and Training in a Lifelong Learning Context for the Republic of Macedonia, implemented through a process of consultation with a broad stakeholder basis. It addresses the participants in the process, the steps undertaken to ensure involvement of stakeholders and ultimately ownership over the process (or its components), the obstacles encountered and steps undertaken to address them, the problems, their causes and proposals for preventing and/or eliminating them, as well as the lessons learned and recommendations for further development of the social dialogue and partnership. 

Education and training in pediatric robotic surgery: lessons learned from an inaugural multinational workshop

2014 ◽  
Vol 9 (1) ◽  
pp. 57-63 ◽  
Author(s):  
Thomas P. Cundy ◽  
Erik K. Mayer ◽  
Juan I. Camps ◽  
Lars H. Olsen ◽  
Gloria Pelizzo ◽  
...  
Keyword(s):  
Robotic Surgery ◽  
Education And Training ◽  
Lessons Learned ◽  
And Training

Entrepreneurship and the role of universities in generating youth employment in Africa.

2021 ◽  
pp. 198-211
Author(s):  
Anthony Egeru ◽  
Sylvanus Mensah ◽  
Serge Abihona ◽  
Adnane Alaoui Soulimani
Keyword(s):  
Development Strategy ◽  
Education And Training ◽  
Lessons Learned ◽  
Employment Opportunities ◽  
Unemployment Rates ◽  
Working Models ◽  
Youth Population ◽  
Demographic Challenge ◽  
And Training

Abstract This chapter explores the role of Africa's universities in facilitating the proliferation and success of entrepreneurship as a development strategy. In particular, the discussion is intended to articulate how Africa's universities can support the generation of much-needed employment opportunities by providing education and training in entrepreneurship. The chapter first examines the prevailing entrepreneurial ecosystem, (i) by providing context from the available literature on the demographic challenge Africa faces in light of its rapidly-growing youth population and associated high unemployment rates and (ii) by exploring the means by which entrepreneurship can be fostered. Thereafter, the chapter focuses on working models of education and training in entrepreneurship, including intentions and adaptations, real-world successes, lessons learned and potential future directions.

scholarly journals From Sara to Homeland Security: The Niehs Worker Education and Training Program Confronts Challenges of Environmental Cleanup

2006 ◽  
Vol 16 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Craig Slatin ◽  
Mary Lee Dunn
Keyword(s):  
Health Education ◽  
Training Program ◽  
Homeland Security ◽  
Education And Training ◽  
Lessons Learned ◽  
Successful Operation ◽  
Environmental Health Sciences ◽  
Worker Health ◽  
Worker Education ◽  
And Training

Section 126(g) of the Superfund Amendments and Reauthorization Act of 1986 mandated the National Institute of Environmental Health Sciences to establish a grant program for the training and education of hazardous waste operations and emergency response workers. This program, originally established as the Superfund Worker Training Program, has evolved into the Worker Education and Training Program (WETP) and is currently in its nineteenth year of successful operation. Beginning with eleven awardees in 1987, it currently supports eighteen awardees that include more than one hundred organizations nationally. The NIEHS WETP built upon the lessons learned from earlier worker health education and training programs to establish a national worker health education intervention that has demonstrated the capacity of and potential for public health excellence. The principles and practices established as the program's foundation in its first five years are detailed, providing a basis for understanding how the program was able to take an active supporting role in response to the national disasters on September 11, 2001.

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