Innovative Approaches to Integrated Training of Complex Systems: Lessons Learned from Crew and Ground Controller Robotics Training

Author(s):  
Lindsay Evans ◽  
Mathieu Caron
2020 ◽  
pp. 26-34
Author(s):  
Nataliia Smochko

The purpose of this research work is to analyze modern theoretical and methodological approaches to the study of territorial systems of monodevelopment in the theory of social geography. Method. General scientific methods, including analysis, scientific synthesis, analytical method, methods of comparison and generalization were used in the study. Scientific novelty. The article reveals traditional and innovative approaches to identifying and defining the territorial system of mono-development in the geographical space. In substantiating the application of approaches, we used the work of scientists and geographers, who took them into account in the study of complex systems. It has been determined that the leading and traditional approaches in socio-geographical research are historical-geographical (retrospective) and territorial (geospatial), which should be combined with genetic. According to which all geographical phenomena have been considered as processes that have their genesis, dynamics, differences, patterns spatial distribution. To study the processes of system formation, a comprehensive approach is important. It provides a comprehensive analysis of the development of the main factors in the formation of modern socio-economic processes in the regions. The system approach allows to consider functioning and development of the territorial monosystem and its basic types as systems of the territorial organization of a society at various hierarchical levels, to open their integrity and the mechanisms providing effective management of such monodevelopment. At the same time, it has been found that not all the outlined approaches of complex systems can be used to study monosystems in the form in which they were used previously. This is because in the study of systems in retrospect, the application of approaches was focused on the analysis of the structure of the studied objects and the variety of processes that took place between the elements of the studied systems. In the study of monosystems, the researcher should be interested in their development to bifurcation moments and the conditions for further preservation of monosystems. This means that traditional approaches, such as historical-geographical (retrospective) and territorial (geospatial) should be modified to adapt to these tasks. It is important to use innovative approaches: cluster (formation of so-called network structures), behaviorist (explanation of the territorial identity of the monosystem), participatory (strategic planning of the territorial development of the monosystem). Only by combining a variety of approaches will it be possible to obtain a synergistic effect and form a synergistic approach that will provide additional benefits in the study of monosystems and the processes of their functioning. Practical meaning. The results of this study contribute to a deeper socio-geographical understanding of the processes of monodevelopment, their genesis, features of their course and provide an opportunity to model the long-term development of territorial social systems, to achieve expected results due to long-term transformation. They can be used for further study of monosystems of different hierarchical levels, as well as for the development of practical recommendations and programs for the development of individual monoterritories.


10.28945/3153 ◽  
2007 ◽  
Author(s):  
Grandon Gill ◽  
Anol Bhattacherjee

The essential elements of an informing system are a sender, a communications pathway, and a client. Academic informing systems, however, are best viewed as two interacting informing systems, one that informs clients of a discipline, one that informs clients of the institution. The paper proposes that the greater the degree of overlap between the clients of these two systems, the stronger the position of an individual discipline is likely to be. MIS is presented as an example of a disciplinary informing system that has ceased to inform external clients. This situation, it is argued, is likely to result in the discipline's downfall. The informing sciences transdiscipline itself is then examined using the same lens. While much younger than MIS, the paper argues that informing sciences needs to begin its search for clients in earnest. Building upon lessons learned from another transdiscipline, complex systems, a series of concrete recommendations are presented.


2006 ◽  
Vol 16 (1) ◽  
pp. 621-635
Author(s):  
Herbert Negele ◽  
Reinhard Schmidt ◽  
Stephan Finkel ◽  
Stefan Wenzel

2021 ◽  
Author(s):  
Meghana Sudhir

Background: As COVID-19 impacted universities across the globe for over one year, the organization of OSCEs also demanded change. The traditional OSCEs had to transition to Tele simulation OSCEs. As the pandemic continues, there is possibility that this approach may continue for some time, it is imminent to capture feedback from the simulated patients so that we can explore ways to improve in future. Objectives: To gather feedback from standardized patients doing Tele Simulation in OSCEs, To develop plans to improve Tele Simulation involving Standardized Patients based on the feedback gathered. Method: Data were collected immediately after Tele simulation OSCE during debriefing from 18 Simulated Patients. This was followed up with an open-ended questionnaire and gathered additional information. Results: The feedback from SPs included their feelings when they were introduced to Tele simulation OSCE, Tele simulation versus Face to Face OSCE and areas of improvement. Conclusion: Tele simulation OSCE was a quick adaptation during COVID-19 pandemic. But the lessons learned, and the feedback received are pearls for future innovative approaches to assessments. It is encouraged to collect verbal and written feedback for the improvement of Tele simulation.


Author(s):  
A. A. Babugura

Abstract This chapter explores the interrelated issues of gender and climate-smart agriculture (CSA) within the African context. The importance and goal of mainstreaming gender into CSA is emphasized. The chapter draws on knowledge from CSA good practice and innovative approaches to highlight some successes and lessons learned from African countries. Opportunities for gender-sensitive actions in CSA within the African context are discussed, and gender-equitable CSA best practices in Africa are presented.


Author(s):  
Sauro Succi ◽  
Peter V. Coveney

For it is not the abundance of knowledge, but the interior feeling and taste of things, which is accustomed to satisfy the desire of the soul.(Saint Ignatius of Loyola).We argue that the boldest claims of big data (BD) are in need of revision and toning-down, in view of a few basic lessons learned from the science of complex systems. We point out that, once the most extravagant claims of BD are properly discarded, a synergistic merging of BD with big theory offers considerable potential to spawn a new scientific paradigm capable of overcoming some of the major barriers confronted by the modern scientific method originating with Galileo. These obstacles are due to the presence of nonlinearity, non-locality and hyperdimensions which one encounters frequently in multi-scale modelling of complex systems.This article is part of the theme issue ‘Multiscale modelling, simulation and computing: from the desktop to the exascale’.


Author(s):  
Veronica Keiffer-Lewis

Dialogue is central to the process of deep understanding and to building true communities that not only respect cultural and spiritual/faith differences but also excel and thrive at intrapersonal, interpersonal, institutional, and cultural levels because of those differences. Although the benefits of dialogue as a pathway to authentic interfaith and intercultural communities are well documented, dialogue is not easy to develop and sustain within complex systems, such as healthcare and higher education. Thus, when dialogue as a means for deeper intercultural or interfaith understanding has not been readily agreed to by participants, the challenges met along the dialogic pathway can be difficult to sell. Following a review of the foundational literature pertaining to calling-out and calling-in, this chapter examines the lessons learned from teaching the praxis of calling-in versus calling-out as a starting point for the development and maintenance of dialogue across differences within complex systems.


Sign in / Sign up

Export Citation Format

Share Document