AISAP Professional Pathways Innovations

2022 ◽  
pp. 160-177
Author(s):  
Peter Witham ◽  
Patrick Schuermann ◽  
Janice Crampton
Keyword(s):  
Professional Learning ◽  
Independent School ◽  
Institutional Context ◽  
Lessons Learned ◽  
Learning Sciences ◽  
The Past ◽  
Similar Solutions ◽  
Digital Badging ◽  
Credentialing Exam

Over the past 5 years (2016-2021) the Association of Independent School Admission Professionals (AISAP) has engaged in a process of expanding their professional learning and credentialing opportunities for membership. Beginning in 2016, AISAP decided to leverage recent innovations in learning sciences, digital badging, and credentialing to greatly increase the professional learning and assessment experience of its membership. Thus, AISAP embarked upon a process of developing a robust micro-credentialing program and an online credentialing exam which are authentic, accurate, accessible, and add value to participants. This case study provides an overview of the institutional context and purpose of these solutions and then details the process of designing, implementing, and continuously improving these solutions. The case also includes a number of lessons learned and accompanying resources which may be relevant to other organizations considering, or in the midst of, developing similar solutions.

Transportation Fuel Resiliency: Case Study of Tampa Bay

2021 ◽  
pp. 036119812110416
Author(s):  
Alexander Kolpakov ◽  
Austin Marie Sipiora ◽  
Caley Johnson ◽  
Erin Nobler
Keyword(s):  
Alternative Fuels ◽  
The United States ◽  
Tampa Bay ◽  
Lessons Learned ◽  
Transportation Fuel ◽  
Fuel Supply ◽  
Preparedness Planning ◽  
The Past ◽  
Hurricane Irma

This case study presents findings from an analysis of the emergency preparation and response for Hurricane Irma, the most recent hurricane impacting the Tampa Bay region. The Tampa Bay region, in particular, is considered one of the most vulnerable areas in the United States to hurricanes and severe tropical weather. A particular vulnerability stems from how all petroleum fuel comes to the area by marine transport through Port Tampa Bay, which can be (and has been in the past) impacted by hurricanes and tropical storms. The case study discussed in this paper covers previous fuel challenges, vulnerabilities, and lessons learned by key Tampa Bay public agency fleets during the past 10 years (mainly as a result of the most recent 2017 Hurricane Irma) to explore ways to improve the area’s resilience to natural disasters. Some of the strategies for fuel-supply resiliency include maintaining emergency fuel supply, prioritizing fuel use, strategically placing the assets around the region to help with recovery, investing in backup generators (including generators powered by alternative fuels), planning for redundancies in fuel supply networks, developing more efficient communication procedures between public fleets, hurricane preparedness-planning, and upgrading street drainage systems to reduce the threat of local flooding.

The Next Generation of Service Agreements for Publicly Owned Waste-to-Energy Facilities: Pinellas County Case Study

2007 ◽  
Author(s):  
Paul J. Stoller ◽  
Anthony LoRe ◽  
William Crellin ◽  
Robert Hauser
Keyword(s):  
First Generation ◽  
Lessons Learned ◽  
Waste To Energy ◽  
Next Generation ◽  
Procurement Process ◽  
Pinellas County ◽  
The Past ◽  
Operation And Maintenance ◽  
Service Agreement

This paper discusses one of the key lessons learned from administering the first generation of service agreements for public owners of waste-to-energy (WTE) facilities over the past 22 years and how those experiences were incorporated into a new service agreement for the operation and maintenance of Pinellas County’s 24 year old, 3,000 tpd WTE Facility to better protect the county’s interests. Additionally, a major issue raised by the operating companies during the competitive procurement process for continue operation of the facility is discussed and how that concern was addressed in the new service agreement is also presented. Capitalized words or terms used in this paper are defined within the new service agreement.

Practicing Scientific Argumentation Through Social Media

2017 ◽  
pp. 82-111
Author(s):  
Jana Craig-Hare ◽  
Amber Rowland ◽  
Marilyn Ault ◽  
James D. Ellis
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Active Learning ◽  
Professional Learning ◽  
Science Classroom ◽  
Scientific Practice ◽  
Lessons Learned ◽  
Research Findings ◽  
Use Of Social Media

The use of social media in and outside the classroom is increasing in the number of popular applications as well as pervasiveness in our culture. Teachers utilize social media to engage students, connect with experts, and expand their own professional learning. This chapter provides educators with information about the use of social media to support STEM practices. Social media can be used to engage students in active learning and problem-solving through student-posted claims and effective online questioning. Using social media supports the scientific practice of engaging in argument from evidence, as well as emulates how scientists collaborate on their own research and share research findings. Best practices and lessons learned are shared in this chapter, including a case study from a secondary science classroom and suggestions for the use of social media for educator professional learning.

The Role of Effective Collaboration in the Advancement of EMAT Inline Inspection Technology for Pipeline Integrity Management: A Case Study

2012 ◽  
Author(s):  
Jeff Sutherland ◽  
Stephan Tappert ◽  
Richard Kania ◽  
Karlheinz Kashammer ◽  
Jim Marr ◽  
...  
Keyword(s):  
Predictive Performance ◽  
Management Program ◽  
Lessons Learned ◽  
The Past ◽  
Ongoing Work ◽  
Integrity Management ◽  
Effective Collaboration ◽  
Major Pipeline

Over the past three years there has been increasing industry interest and profile regarding the role and pipeline integrity management potential of EMAT crack inspection technology in the Oil & Gas pipeline industry. This paper outlines the stages and results of the effective collaboration of a major pipeline operator and a service company to advance the true predictive performance of the EMATScan Gen III crack inspection technology. The paper will also summarize and provide examples of lessons-learned from this collaboration across all stages of EMAT based SCC integrity management program. The paper will similarly outline ongoing work in progress regarding the assessment of the ILI data relative to hydro-testing equivalency, detection of injurious defects and the related analysis and reporting improvements made over the past three years.

Some Institutional Barriers in the Application of Transport Strategic Environmental Assessment in China

2012 ◽  
Vol 518-523 ◽  
pp. 1198-1201
Author(s):  
Hong Tao Bai ◽  
Zhi Xi Zhu ◽  
He Xu ◽  
Hui Zhi Wang ◽  
Guang Qiang Liang
Keyword(s):  
Road Network ◽  
Environmental Issue ◽  
Lessons Learned ◽  
Urban Transport ◽  
Decision Making Process ◽  
Specific Context ◽  
Institutional Barriers ◽  
Consultation Process ◽  
The Past

For the past six years, transport SEA has been subject to urban transport plans and road network plans in China. However, there are still limited literatures on transport SEA within the specific context of China. This paper firstly overviews the development of transport SEA, with the focus on the legislation, theoretic researches, approaches and case studies related to the implementation. Followed is a case study from Hubei province to demonstrate the general framework of a typical transport SEA practice in China. Some of the main findings and lessons learned from this SEA process are discussed. Key focuses are to consider the lack of engagement in environmental issue, limited access to good data, lack of transparency in the SEA process and limited traditions for formal consultation process. Finally, several recommendations on the decision-making process, institutional analysis and stakeholder are also proposed to improve the transport SEA process in China.

Practicing Scientific Argumentation Through Social Media

2018 ◽  
pp. 234-256 ◽  
Author(s):  
Jana Craig-Hare ◽  
Amber Rowland ◽  
Marilyn Ault ◽  
James D. Ellis
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Active Learning ◽  
Professional Learning ◽  
Science Classroom ◽  
Scientific Practice ◽  
Lessons Learned ◽  
Research Findings ◽  
Use Of Social Media

The use of social media in and outside the classroom is increasing in the number of popular applications as well as pervasiveness in our culture. Teachers utilize social media to engage students, connect with experts, and expand their own professional learning. This chapter provides educators with information about the use of social media to support STEM practices. Social media can be used to engage students in active learning and problem-solving through student-posted claims and effective online questioning. Using social media supports the scientific practice of engaging in argument from evidence, as well as emulates how scientists collaborate on their own research and share research findings. Best practices and lessons learned are shared in this chapter, including a case study from a secondary science classroom and suggestions for the use of social media for educator professional learning.

The Migration of Public Administrations Towards Open Source Desktop Software

2009 ◽  
pp. 1559-1576
Author(s):  
Kris Ven ◽  
Dieter Van Nuffel ◽  
Jan Verelst
Keyword(s):  
Best Practices ◽  
Open Source ◽  
Empirical Research ◽  
Open Source Software ◽  
Lessons Learned ◽  
Additional Research ◽  
Large Impact ◽  
Capital Region ◽  
The Past

Several public administrations (PA) have expressed an increasing interest in open source software in the past few years and are currently migrating to open source software on the desktop. Given the large impact such a migration has on the organization, there is a need for learning from the experiences of previous migrations. In this chapter, we deduct a number of recommendations and lessons learned from previous research conducted on the migration of PAs to open source desktop software. Next, we describe a case study on the migration of the Brussels-Capital Region towards OpenOffice.org, and compare their experiences to these recommendations. In general, our results are quite consistent with previous findings, but also indicate that additional research is still required in order to create a set of best practices—based on empirical research—for the migration towards open source software on the desktop.

The Migration of Public Administrations Towards Open Source Desktop Software

2007 ◽  
pp. 191-214 ◽  
Author(s):  
Kris Ven ◽  
Dieter Van Nuffel ◽  
Jan Verelst
Keyword(s):  
Best Practices ◽  
Open Source ◽  
Empirical Research ◽  
Open Source Software ◽  
Lessons Learned ◽  
Additional Research ◽  
Large Impact ◽  
Capital Region ◽  
The Past

Several public administrations (PA) have expressed an increasing interest in open source software in the past few years and are currently migrating to open source software on the desktop. Given the large impact such a migration has on the organization, there is a need for learning from the experiences of previous migrations. In this chapter, we deduct a number of recommendations and lessons learned from previous research conducted on the migration of PAs to open source desktop software. Next, we describe a case study on the migration of the Brussels-Capital Region towards OpenOffice.org, and compare their experiences to these recommendations. In general, our results are quite consistent with previous findings, but also indicate that additional research is still required in order to create a set of best practices—based on empirical research—for the migration towards open source software on the desktop.

scholarly journals What Is a Digital Electronic Portfolio in Teacher Education? A Case Study of Instructors’ and Students’ Enabling Insights on the Electronic Portfolio Process | Qu'est-ce qu'un portfolio numérique dans la formation des enseignants? Étude de cas sur les perspectives d’enseignants et d’étudiants concernant le processus du portfolio numérique.

2018 ◽  
Vol 44 (2) ◽  
Author(s):  
Timothy Frank Hopper ◽  
Hong Fu ◽  
Katherine Sanford ◽  
David Monk
Keyword(s):  
Teacher Education ◽  
Postsecondary Education ◽  
Professional Learning ◽  
Teacher Education Program ◽  
Electronic Portfolio ◽  
Electronic Portfolios ◽  
Professional Programs ◽  
The Past ◽  
Rich Media

Professional programs in postsecondary education have long been using electronic portfolios (ePs) for diverse purposes, for example, assessment, certification, showcasing, and learning. However, in our practices of using ePs in teacher education for the past several years, we have found that the question of “what is an eP?” requires substantial unpacking. This paper will offer insights on our evolving understanding on ePs in teacher education based on three interacting areas: (a) rich media reframing how we understand professional learning in a digitally linked world; (b) literature from the last 10 years in the use of ePs; and (c) insights from instructors and students using an eP process in one term of a teacher education program. We conclude with a re-visioning of learning in teacher education in relation to the emerging practices enabled by an eP process.Les programmes professionnels d’éducation supérieure utilisent depuis longtemps des portfolios numériques à des fins diverses, comme l’évaluation, la certification, la mise en valeur et l’apprentissage. Cependant, notre expérience des dernières années relative à l’utilisation des portfolios numériques dans la formation des enseignants révèle que la définition du portfolio numérique nécessite un examen approfondi. Le présent article offre un aperçu de notre conception, toujours en évolution, des portfolios numériques dans la formation des enseignants, basée sur trois domaines en interaction: (a) des contenus médiatiques riches qui restructurent la manière dont nous comprenons l’apprentissage professionnel dans un monde interconnecté par le numérique; (b) la littérature des dix dernières années sur l'utilisation des portfolios numériques; et (c) les perspectives d’instructeurs et d’étudiants ayant utilisé des portfolios numériques durant un trimestre d'un programme de formation des enseignants. En conclusion, nous réimaginons l'apprentissage dans la formation des enseignants en tenant compte des pratiques émergentes rendues possibles par les portfolios numériques.

From hard to soft: theory and Neolithic studies in Scotland

2011 ◽  
Vol 33 (1-2) ◽  
pp. 7-19
Author(s):  
Kenneth Brophy
Keyword(s):  
The Past

The Scottish Theoretical Archaeology Group (STAG) conference organisers expressed some doubts about how far theory has changed, and impacted, archaeological establishment and academia in Scotland. In this paper, I will argue that Scotland is certainly not isolated in a theoretical sense, although in the past, Scottish archaeology could be accused of being theoretically conservative, or at least dependent on ideas and models developed elsewhere. A case-study looking at Neolithic studies will be used to illustrate that despite some recent critical historiographies of the study of the period in Scotland, archaeologists in Scotland and those working with Scottish material have been theoretically innovative and in step with wider paradigm changes. The study of the Neolithic in Scotland, it could be argued, has been shaped by theory more than the study of any other period; we are not isolated, but rather part of wider networks of discourse.

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