New Partnership Between Universities and State Departments of Transportation in the Rocky Mountain Area: The TEL8 System

1997 ◽  
Vol 1580 (1) ◽  
pp. 11-15
Author(s):  
Eugene M. Wilson ◽  
Khaled Ksaibati
Keyword(s):  
Rocky Mountain ◽  
Lessons Learned ◽  
Graduate Course ◽  
Open Communication ◽  
Mountain Area ◽  
Course Work ◽  
Regional Universities ◽  
The Many ◽  
Satellite Transmission ◽  
Departments Of Transportation

In 1995, the Mountain-Plains Consortium in the Rocky Mountain area initiated TEL8. TEL8 is a satellite-based telecommunications system serving 10 sites in FHWA’s Region 8. Each site consists of in-room audio and video equipment that receives and transmits live sound and picture, coding/decoding compression equipment, and a satellite transmission system. Each site is capable of sending and receiving signals from other sites in several modes of conferencing ranging from broadcast to multipoint two-way conferencing. The goals of TEL8, its development, and lessons learned are presented along with cost data for this cutting-edge technology. The many applications, including formal graduate course work, informally scheduled learning opportunities, and open communication forums, are also discussed. The system provides a network for interaction among the six departments of transportation and four regional universities. A user assessment of this form of distance learning is compared with more traditional forms using results of several client-based surveys.

A Participatory Food Costing Model: In Nova Scotia

2012 ◽  
Vol 73 (4) ◽  
pp. 181-188 ◽  
Author(s):  
Patricia Williams ◽  
Michelle Amero ◽  
Barbara Anderson ◽  
Doris Gillis ◽  
Rebecca Green-Lapierre ◽  
...  
Keyword(s):  
Food Security ◽  
Nova Scotia ◽  
Food Insecurity ◽  
Food Systems ◽  
Ways Of Knowing ◽  
Lessons Learned ◽  
Knowledge Mobilization ◽  
Participatory Action ◽  
Productive Research ◽  
The Many

In recognition of the growing challenge that food insecurity has on population health, a multisectoral partership in Nova Scotia has been working since 2001 to address province-wide accessibility to a nutritious diet. The participatory food costing (PFC) model has been at the forefront of provincial and national efforts to address food insecurity; a local foods component was incorporated in 2004. This model has engaged community partners, including those affected by food insecurity, in all stages of the research, thereby building capacity at multiple levels to influence policy change and food systems redesign. By putting principles of participatory action research into practice, dietitians have contributed their technical, research, and facilitation expertise to support capacity building among the partners. The PFC model has provided people experiencing food insecurity with a mechanism for sharing their voices. By valuing different ways of knowing, the model has faciliated muchneeded dialogue on the broad and interrelated determinants of food security and mobilized knowledge that reflects these perspectives. The development of the model is described, as are lessons learned from a decade of highly productive research and knowledge mobilization that have increased stakeholders’ understanding of and involvement in addressing the many facets of food security in Nova Scotia.

scholarly journals Free Flaps in a Resource Constrained Environment: A Five-Year Experience—Outcomes and Lessons Learned

2015 ◽  
Vol 2015 ◽  
pp. 1-6 ◽  
Author(s):  
Wanjala F. Nangole ◽  
Stanley Khainga ◽  
Joyce Aswani ◽  
Loise Kahoro ◽  
Adelaine Vilembwa
Keyword(s):  
Free Flaps ◽  
Developed Countries ◽  
Tertiary Hospital ◽  
Lessons Learned ◽  
Resource Constrained ◽  
Free Flap Surgery ◽  
Flap Monitoring ◽  
The Many ◽  
A Prospective Study ◽  
Age Range

Introduction. Free flap surgery is a routine procedure in many developed countries with good surgical outcomes. In many developing countries, however, these services are not available. In this paper, we audit free flaps done in a resource constrained hospital in Kenya. Objective. This is a five-year audit of free flaps done in a tertiary hospital in Kenya, between 2009 and 2014. Materials and Methods. This was a prospective study of patients operated on with free flaps between 2009 and 2014. Results. A total of one hundred and thirty-two free flaps in one hundred and twenty patients were performed during the five-year duration. The age range was eight to seventy-two years with a mean of 47.2. All the flaps were done under loupe magnification. The overall flap success rate was eighty-nine percent. Conclusion. Despite the many limitations, free flaps in our setup were successful in the majority of patients operated on. Flap salvage was noted to be low due to infrequent flap monitoring as well as unavailability of theatre space. One therefore has to be meticulous during surgery to reduce any possibilities of reexploration.

scholarly journals Readers' Advisory: In the Readers’ Own Words: How User Content in the Catalog Can Enhance Readers’ Advisory Services

2017 ◽  
Vol 56 (2) ◽  
pp. 91 ◽  
Author(s):  
Louise F. Spiteri ◽  
Jen Pecoskie
Keyword(s):  
Case Studies ◽  
Broad Spectrum ◽  
Lessons Learned ◽  
User Generated Content ◽  
Access Points ◽  
Advisory Services ◽  
Subject Headings ◽  
The Many ◽  
Two Stages ◽  
User Content

It’s always challenging and exciting to find topics for the readers’ advisory column, and professionals willing to write for them! I’ve been so thankful to the many professionals who have so generously given their time and shared their expertise for this column. From lessons learned, case studies and differing opinions on RA and its future, it is amazing how various and rich this area of librarianship is—and how rewarding and frustrating! In an effort to continue to provide a broad spectrum of thoughts and ideas, I asked Dr. Louise Spiteri of Dalhousie University to write for this issue. Spiteri recently completed two stages of research examining subject headings and user-generated content and how these connect with RA access points. Jen Pecoskie was Spiteri’s research partner in both studies.—Editor

scholarly journals Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

2021 ◽  
Vol 3 (1) ◽  
pp. 42-68
Author(s):  
Matthew Kabel ◽  
Jiyung Hwang ◽  
Jiwon Hwang
Keyword(s):  
Rural Areas ◽  
Lessons Learned ◽  
Virtual Manipulatives ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Math Fact Fluency ◽  
Fact Fluency ◽  
Classroom Study ◽  
Carry Over ◽  
The Many

As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective.  Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.

scholarly journals The 4-Level Approach: Prevention of Suicidal Behaviour Through Community-Based Intervention

2021 ◽  
Vol 12 ◽  
Author(s):  
Ulrich Hegerl ◽  
Ines Heinz ◽  
Ainslie O'Connor ◽  
Hannah Reich
Keyword(s):  
Public Health ◽  
Primary Care ◽  
High Risk ◽  
Suicidal Behaviour ◽  
Lessons Learned ◽  
Community Based Interventions ◽  
Community Based ◽  
Four Levels ◽  
The Many ◽  
Different Levels

Due to the many different factors contributing to diagnostic and therapeutic deficits concerning depression and the risk of suicidal behaviour, community-based interventions combining different measures are considered the most efficient way to address these important areas of public health. The network of the European Alliance Against Depression has implemented in more than 120 regions within and outside of Europe community-based 4-level-interventions that combine activities at four levels: (i) primary care, (ii) general public, (iii) community facilitators and gatekeepers (e.g., police, journalists, caregivers, pharmacists, and teachers), and (iv) patients, individuals at high risk and their relatives. This review will discuss lessons learned from these broad implementation activities. These include targeting depression and suicidal behaviour within one approach; being simultaneously active on the four different levels; promoting bottom-up initiatives; and avoiding any cooperation with the pharmaceutical industry for reasons of credibility.

Constructivist and Constructionist Approaches to Graduate Teaching in Second Life

2013 ◽  
pp. 25-45
Author(s):  
R. S. Talab ◽  
Hope R. Botterbusch
Keyword(s):  
Social Networking ◽  
Second Life ◽  
Lessons Learned ◽  
Vicarious Experience ◽  
Ethical Considerations ◽  
Scaffolded Instruction ◽  
Legal Implications ◽  
Intellectual Property Policy ◽  
The Many ◽  
Pedagogical Approaches

As a growing number of faculty use constructivist and constructionist approaches to teaching in SL, little research exists on the many ethical considerations and legal implications that affect course development. Following the experiences of the instructor and five students, their 12-week journey is documented through interviews, journals, blogs, weekly course activities, SL class dialogs, and in-world assignments. Additionally, five faculty and staff experts who taught or trained in SL at this university were also interviewed and consulted. Ethical considerations in constructivist and constructionist teaching were time, appearance, skills, scaffolded instruction, playful exploration, vicarious experience, self-directed project development, construction of objects, constructivism and constructionism balance, social networking and collaboration, harassment and griefing, false identities and alternate avatars, chat log sharing, and copyright and trademark violations. Lessons learned included developing scaffolded pedagogical approaches that moved from direct teaching to constructivism and constructionism, and required faculty and student adherence to the SL TOS, Community Standards, and Intellectual Property policy.

Lessons Learned Building an Online Degree Program

2017 ◽  
pp. 172-182
Author(s):  
Ottilie F. Austin ◽  
Gail M. Hunger ◽  
Julie J. Gray
Keyword(s):  
Reading Program ◽  
Degree Program ◽  
Lessons Learned ◽  
Course Evaluations ◽  
Online Reading ◽  
Master's Programs ◽  
Course Work ◽  
History Of ◽  
Online Degree ◽  
The University

Many universities and colleges are moving courses and master's programs to online formats. The Masters of Reading program at the University of Virginia has a history of providing professional development to teachers in the Commonwealth through course work and the online Reading Degree program. This chapter will outline the growth of a state outreach master's degree program as it developed courses online beginning in 1999 and moved to a fully online degree program. The authors will discuss the importance of using a sound instructional design model and taking a close look at course evaluations to examine the design of the course and the quality of instruction. This chapter will discuss the success of our design, lessons learned and some of the challenges faced.

Lessons in Implementing a Learning System in a University

2008 ◽  
pp. 1291-1303
Author(s):  
Fiona Darroch ◽  
Mark Toleman
Keyword(s):  
Lessons Learned ◽  
Learning System ◽  
Pedagogical Issues ◽  
Learning Space ◽  
University Environment ◽  
Organizational Challenges ◽  
Organizational Issues ◽  
E Learning ◽  
The Many

This chapter examines the implementation of two learning management systems (LMS) in a university environment. Within the context of a case study and from the perspective of academic users, there is a review of the technological and organizational challenges that arise. There is an in-depth analysis of the implementation in terms of what went well and what should be done differently (i.e., lessons learned). Along with the macro-environmental factors that influence the global e-learning space, the related pedagogical issues, learning models, and technological toolsets are also explored. The authors hope that the experiences chronicled in the case study may act as a lesson to others contemplating such a project of the many technical and organizational issues that need to be addressed, with an emphasis on understanding the importance of the viewpoint of academic users.

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