scholarly journals Adapting waterfall design to an eight-month capstone course

2018 ◽  
Author(s):  
Franz Newland ◽  
Hossam Sadek ◽  
James Andrew Smith
Keyword(s):  
Narrative Structure ◽  
Hero's Journey ◽  
Government Contracts ◽  
Capstone Course ◽  
Design And Implementation ◽  
Industry Standard ◽  
Test Review ◽  
Post Test ◽  
Waterfall Model ◽  
Engineering Projects

York University’s multi-disciplinary capstone design class was established “to include significant elements of design and implementation” in such as manner as to “resemble engineering projects in practice.” The class was restructured in summer 2016 to coincide with the introduction of fourth-year cohorts in both the Electrical and Mechanical programs. The changes were designed to more closely emulate an industry-standard approach. Choosing an industrially-accepted design methodology would provide a good framework for the project design and implementation and would be motivational to the students as they transitioned from university to professional life. In parallel, the course directors used a narrative structure, the Hero’s journey, to help students identify their pathways through capstone and to tell their capstone stories after the experience.We adapted the gating reviews for the Waterfall model often used in large government contracts. At the start of the project, students are provided a governing document (similar to a contract). Gate reviews are held at preliminary and critical design stages, test readiness and post-test review and final delivery. Every deliverable requires team reflection, similar to bidder self-evaluations on government contracts. The project concludes with an open house, similar to a product release, for students to present their projects and processes to stakeholders and the general public.This paper presents the results of the first two years of the newly revised capstone, using the Hero’s Journey metaphor and the waterfall model.

scholarly journals Engineering Projects in Community Service (EPICS) in High Schools: Subtle but Potentially Important Student Gains Detected from Human-Centered Curriculum Design

2019 ◽  
Vol 9 (1) ◽  
pp. 35 ◽  
Author(s):  
Alissa Ruth ◽  
Joseph Hackman ◽  
Alexandra Brewis ◽  
Tameka Spence ◽  
Rachel Luchmun ◽  
...  
Keyword(s):  
High School Students ◽  
Service Learning ◽  
Community Service ◽  
Curriculum Design ◽  
Participant Observation ◽  
Observation Data ◽  
School Students ◽  
Post Test ◽  
Ethnographic Analysis ◽  
Engineering Projects

A major goal in Engineering training in the U.S. is to continue to both grow and diversify the field. Project- and service-based forms of experiential, problem-based learning are often implemented with this as a goal, and Engineering Projects in Community Service (EPICS) High is one of the more well-regarded and widely implemented. Yet, the evidence based on if and how participation in such programs shapes student intentions and commitment to STEM pathways is currently limited, most especially for pre-college programming. This study asks: How do high school students’ engineering mindsets and their views of engineering/engineers change as they participate in project–service learning (as implemented through an EPICS High curriculum)? This study employed a mixed method design, combining pre- and post-test survey data that were collected from 259 matched students (63% minority, 43% women) enrolling in EPICS High (total of 536 completed pre-tests, 375 completed post-tests) alongside systematic ethnographic analysis of participant observation data conducted in the same 13 socioeconomically diverse schools over a two-year period. Statistical analyses showed that participants score highly on engineering-related concepts and attitudes at both pre- and post-test. These did not change significantly as a result of participation. However, we detected nuanced but potentially important changes in student perspectives and meaning, such as shifting perceptions of engineering and gaining key transversal skills. The value of participation to participants was connected to changes in the meaning of commitments to pursue engineering/STEM.

scholarly journals The Hero’s Journey: 12 Stages in The Narrative of Animation Boboiboy Movie 2

2021 ◽  
Vol 36 (3) ◽  
pp. 316-325
Author(s):  
Oscar Gordon Wong ◽  
Imelda Ann Achin
Keyword(s):  
Research Method ◽  
Film Industry ◽  
Narrative Structure ◽  
Hero's Journey ◽  
The Other ◽  
International Level ◽  
Animated Films ◽  
Animated Film ◽  
Picture Analysis ◽  
And Function

2019 is a phenomenal year for the development of the Malaysian animated film industry as it has successfully produced two superheroes animated films in total. However, the animated film industry in Malaysia is still not competitive at the international level. This can be seen from the 17 animated films that have been produced from 1998 to 2019, only two superheroes animated films managed to get the attention of the audience. This is due to the lack of knowledge of the concept and function of the hero character in animated films. Therefore, the main objective of this paper aims to demonstrate how the Hero’s Journey narrative structure can be applied in BoBoiBoy Movie 2 (2019). This research method involves the use of video analysis tools namely Kinovea and Motion Picture Analysis Worksheet to explain on how the Hero’s Journey of this film conveys the storytelling. The results of this study found that each semicircle Hero’s narrative structure has an important meaning across from one half-circle to the other half-circle. As a result, it explains the concept of peace and chaos as well as stasis and changes in the narrative structure of superhero animated films. This paper will provide information to researchers on the importance and use of the Hero’s Journey approach to analyze superhero animated films.

scholarly journals Stuck in a Labyrinth (or a Tower) with the Minotaur and trying to get out: Princess Aurora and Imperator Furiosa as the heroes of the Multimyth

2020 ◽  
Author(s):  
Gitanjali Kapila
Keyword(s):  
Narrative Structure ◽  
Sleeping Beauty ◽  
Hero's Journey ◽  
Personal Agency ◽  
Joseph Campbell ◽  
New Methods ◽  
Heroine's Journey ◽  
Interpretive Model ◽  
Vladimir Propp ◽  
Made In

In The Hero with a Thousand Faces Joseph Campbell begins his thesis of the Monomyth with a recounting of the story of the Minotaur. His purpose is straightforward: the initiation and cycling of the hero’s journey is predicated on an origin of evil narrative which the story of the Minotaur quintessentially is. It is interesting to note, however, that differently gendered expressions of narrative evil give rise to distinct and gendered vectors of protagonist action. In Sleeping Beauty, for example, Maleficent, a female/mother variant of the tyrant-monster, gives rise to a protagonist, Princess Aurora, who is never the conscious agent of the action she takes. On the other hand, in Mad Max: Fury Road, Furiosa literally drives the narrative action which is initiated by the tyrant-father, Immortan Joe. Though it’s clear that Furiosa’s journey adheres to a more manifest expression of empowered action than Princess Aurora’s, this paper will argue that neither protagonist nor the implied origin of evil story setting each character’s journey in motion suffices to define the heroine’s journey. Rather, the fairytale princess and the female action-hero require a new interpretive model in order to describe both their conflicting and, surprisingly, common relationship to personal agency. Drawing on the methodology of Vladimir Propp, I intend to offer an alternative framework for understanding the attributes of the heroine’s journey which circumvents completely the essentializing gesture that is necessarily made in positing an expression of the hero-task which would be unique to a female protagonist. Rather, I offer the Multimyth, an interpretive framework which 1) applies the model of the hero’s journey to Sleeping Beauty and Mad Max: Fury Road in order to define, reveal, and interrogate the functioning of each film’s narrative structure foregrounding the roles of Princess Aurora and Furiosa, respectively; and, then 2) uses the aggregate conclusions of the application of Campbell’s model to each text to counter-interrogate the model itself. In doing so, I intend to expose the assumptions, omissions and limitations of the Monomyth as a narrative heuristic and at the same time elucidate the Multimyth as an interpretive model which honors Campbell’s conception of the hero-task and proffers new methods for the application of the hero’s journey which will result in a richer and more complex understanding of narrative structure.

scholarly journals Psychology intervention model aimed at developing emotional, cognitive and conative

2011 ◽  
Vol 4 (1) ◽  
pp. 29-39
Author(s):  
Luz Angela Ramirez Nieto ◽  
Gloria Cecilia Henao Lopez
Keyword(s):  
Intervention Program ◽  
Univariate Analysis ◽  
Nonparametric Tests ◽  
Analysis Of Covariance ◽  
Central Tendency ◽  
Intervention Model ◽  
Design And Implementation ◽  
Post Test ◽  
Group A ◽  
Baseline Levels

The present paper gives an account regarding the findings from the design and implementation of an intervention model for psychology, conducted with children between 5 and 7 years old. The results were obtained by establishing measures of central tendency and variability for each of the groups; scores were compared pretest - posttest trials, using a univariate analysis of variance (ANCOVA) and nonparametric tests with U Mann-Whitney for variables without normal distribution. Within each group a comparison of intergroup differences of mean pretest, posttest with Wilcoxon rank sum. Subsequently, an analysis of covariance to compare mean Post-Test between the two groups adjusted for baseline levels, using this procedure, it was concluded that the intervention program designed improved the performance of participating children.

Enterprise Cost/Benefit Risk Analysis Using FMEA

2010 ◽  
pp. 484-491
Author(s):  
Maria Manuela Cunha ◽  
Goran D. Putnik
Keyword(s):  
Risk Analysis ◽  
Large Body ◽  
Cost Benefit ◽  
Computer Integrated Manufacturing ◽  
Virtual Enterprises ◽  
Enterprise Integration ◽  
Integrated Manufacturing ◽  
Design And Implementation ◽  
Body Of Knowledge ◽  
Engineering Projects

A large body of knowledge covering enterprise integration architectures, modelling, and methodologies (EIAM&M) has been developed covering various types of enterprises. Most viewpoints have been either static or cycle based, with the major drivers being design and implementation of computer integrated manufacturing (CIM) plant and major engineering projects including virtual enterprises (Bernus & Nemes, 1996, p. 377- 450; Whitman & Huff, 1997; Williams, Rathwell, & Li, 2001).

Narrative Development and Instructional Design

2009 ◽  
pp. 1218-1233
Author(s):  
Douglas Williams ◽  
Yuxin Ma ◽  
Charles Richard ◽  
Louise Prejean
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Narrative Structure ◽  
Role Playing ◽  
Hero's Journey ◽  
Narrative Development ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Educational Role ◽  
Key Factor

This chapter explores the challenge of balancing narrative development and instructional design in the creation of an electronic game-based learning environment. Narrative is a key factor in successful commercial games. The hero’s journey is explained and proposed as a model narrative structure for developing educational role-playing games and informing instructional design. Opportunities to embed various instructional strategies within the hero’s journey structure are presented.

Contextual learning strategies in the early stages of architecture education

2019 ◽  
Vol 6 (1) ◽  
pp. 313-320
Author(s):  
Murat Sahin
Keyword(s):  
Learning Strategies ◽  
Implementation Process ◽  
Narrative Structure ◽  
Contextual Learning ◽  
Architectural Education ◽  
First Year ◽  
Architecture Education ◽  
Course Content ◽  
Design And Implementation ◽  
Early Stages

The main objective of this paper is to present a series of interconnected contextual learning strategies applied in the early stages of architecture education. The study presents the design and implementation process of a term project assigned to first-year architecture students. It applied the contextual learning strategies by combining the autobiographical memory and design problem to explore unique narrative structure. This method allows for aligning multiple contexts-course content, the objective of the course, students profile, the learning environment and the basis of the design disciplines. The process was a performative one that involves storytelling, video making, quasi-research skills and informal discussions with parents and guardians to uncover and present the changing nature of the urban fabric as seen and understood by students. The results show that the students engaged and unearth various material within the contextual paradigm. Keywords: Narrative reflection, contextual learning, alignment, architectural education.

scholarly journals Post Test Review of a Single Car Test of Multi-Level Passenger Equipment

2008 ◽  
Author(s):  
Michelle Priante
Keyword(s):  
Impact Test ◽  
Test Results ◽  
Structural Elements ◽  
Average Force ◽  
Single Level ◽  
Equipment Safety ◽  
Test Review ◽  
Post Test ◽  
Multi Level ◽  
Dynamic Loading Conditions

In support of the Federal Railroad Administration’s (FRA) Railroad Equipment Safety Program, a full-scale dynamic single car impact test of multi-level passenger equipment was conducted on October 2, 2007. The purpose of the test was to evaluate the crashworthiness performance of a multi-level car. The car struck the test barrier at 36.6 miles per hour (mph). Instrumentation on the car measured the deformations of critical structural elements; the vertical, lateral and longitudinal accelerations of the car body and trucks; and the suspension displacements. The structure of a multi-level car is different from that of a single level car or bi-level car. The underframe for single level cars and bi-level cars are straight. In a multi-level car, the underframe is at one level for the mezzanines, and at a lower level at the midsection. A transition structure, or gooseneck, connects the levels. Two passenger train incidents in the last few years have shown that multi-level cars deform in different modes from single level cars under dynamic loading conditions. In two separate collisions in Placentia and Glendale, CA, the gooseneck crushed. During the test, the most damage occurred in the draft sill. The gooseneck was beginning to hinge. The truck connections at both the leading and rear truck failed. Test results show that the multi-level car had a higher average force than the single level car. The secondary impact velocity is higher for the conventional multi-level car than in the conventional single level car. The multi-level car crushed approximately 2 feet during the test, 3 feet less than the single level car crushed.

scholarly journals Mobile Information Breastfeeding Model (MIB-Model) On Behaviors and Self-Efficacy of Breastfeeding Among Mothers

2020 ◽  
Vol 3 (5) ◽  
pp. 549-559
Author(s):  
Ausanti Usman ◽  
Rasipin Rasipin ◽  
Sutopo Patriajati
Keyword(s):  
Breast Milk ◽  
Self Efficacy ◽  
Control Group ◽  
P Value ◽  
Test Model ◽  
Application Development ◽  
Control Group Design ◽  
Post Test ◽  
Waterfall Model ◽  
And Control

Breastfeeding is proven to have long-term health benefits for both mothers and infants. The advancement of mobile technology is very useful in promoting health that can change health behaviors. The success of breast milk is not separated from the methods and media used. The study aimed to develop MIB-Model and to examine the effect of MIB-Model on behavior and self-efficacy of breastfeeding among mothers in providing breast milk. The application development method with the software development Live cycle (SDLC) with the waterfall model. The test model is conducted with Quasi-experiment with pre-test, post-test, and control group design. The number of respondents in this study amounted to 40 0rang, 20 for the experimental group, and 20 for the control group. MIB-Model proved its worth having performed with the ISO 9126 standard and can improve knowledge, attitudes, actions, and the baby's weight to the P-value <0.05. In unpaired data analysis, self-efficacy with P-value> 0.05 showed no differences between the intervention and control, support, and experience of being part of self-efficacy formation. MIB-Model is feasible to be utilized and improved primiparous breastfeeding mothers' behavior and the baby's weight and does not increase the self-efficacy mother

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