TRAINING OF FUTURE ENERGY SPECIALISTS TO SOLVE PRACTICAL PROBLEMS ON THE BASIS OF PHYSICAL PROJECTS

Formulation of the problem. In the field of higher education, general and special competencies are acquired, which have in common the ability to apply knowledge in practical situations. Therefore, the formation of mental and practical skills and abilities of future energy specialists to solve practical problems is becoming more and more important. The effectiveness of solving practical problems in the field of power engineering, electrical engineering and electromechanics depends on the understanding by future specialists of energy profile the theories and methods of physics. There is a need to develop and implement effective teaching methods, in particular on the basis of physical projects. Materials and methods. The analysis of research in the field of education, the National Qualifications Framework, the standard of higher education in the specialty 141 "Electricity, Electrical Engineering and Electromechanics" for the first (bachelor's) level of higher education to theoretically substantiate the requirements for mental and practical skills of future energy specialists to solving practical tasks and advantages of physical projects in their formation was carried out; pedagogical experiment was carried out for testing the effectiveness of the use of physical projects in the training of future energy specialists; diagnostics (using the 16-factor personal questionnaire of R. Cattell and the method of analysis of products of activity as projects) was for evaluation the levels of ability of future energy specialists to solve practical problems using theories and methods of physics; statistical calculations, such as quantitative and qualitative data processing, graphical presentation of results, were for tracking the dynamics of the levels of formation of the ability of future energy specialists to solve practical problems and establishing the scientific reliability of the results of the study. Results. The essence of physical projects and features of their using are theoretically substantiated on the example of discipline "Alternative energy", the maintenance of which is directed on formation of ability to apply the received theoretical knowledge, scientific and technical methods for the decision of scientific and technical problems and problems of power. Such criteria as personal, content-procedural, evaluation-regulatory, indicators and diagnostic tools for testing the ability of future energy specialists to solve practical problems with the using of physics methods are characterized. The analysis of experimental data showed significant qualitative changes in the levels of formation of the ability of future energy specialists to solve practical problems by EG physics. That is confirmed by calculations of Pearson's criterion (17,61> 7,8).

ECHOTIP: A structured protocol for ultrasound-based tip navigation and tip location during placement of central venous access devices in adult patients

Central venous access devices are routinely used in clinical practice for administration of fluids and medications, for drawing blood samples and for hemodynamic monitoring. The adoption of ultrasound guided venipuncture has significantly reduced procedure-related complications, as documented by the recommendations of most recent guidelines. Ultrasound has also an important role also in other aspects of central venous catheterization, such as in the pre-procedural evaluation of the venous patrimony and in the detection of early and late non-infective complications. Recently, bedside ultrasound has been regarded as a promising tool also for ensuring an accurate and intraprocedural method of tip navigation and tip location. The aim of this paper is to review all the evidence about the accuracy of ultrasound methods for tip navigation and tip location in adult patients, and to suggest a structured standardized protocol for clinical practice.

The Influence of Pre-Procedural Imaging and Cystic Duct Cholangiography on Endoscopic Transpapillary Gallbladder Drainage in Acute Cholecystitis

Endoscopic transpapillary gallbladder drainage (ETGBD) for acute cholecystitis is challenging. We evaluated the influence of pre-procedural imaging and cystic duct cholangiography on ETGBD. Patients who underwent ETGBD for acute cholecystitis were retrospectively examined. The rate of gallbladder contrast on cholangiography, the accuracy of cystic duct direction and location by computed tomography (CT) and magnetic resonance cholangiopancreatography (MRCP), and the relationship between pre-procedural imaging and the technical success of ETGBD were investigated. A total of 145 patients were enrolled in this study. Gallbladder contrast on cholangiography was observed in 29 patients. The accuracy of cystic duct direction and location (proximal or distal, right or left, and cranial or caudal) by CT were, respectively, 79%, 60%, and 58% by CT and 68%, 55%, and 58% by MRCP. Patients showing gallbladder contrast on cholangiography underwent ETGBD with a significantly shorter procedure time and a lower rate of cystic duct injury. No other factors affecting procedure time, technical success, and cystic duct injury were identified. Pre-procedural evaluation of cystic duct direction and location by CT or MRCP was difficult in patients with acute cholecystitis. Patients who showed gallbladder contrast on cholangiography showed a shorter procedure time and a lower rate of cystic duct injury.

Design of College English Process Evaluation System Based on Data Mining Technology and Internet of Things

This article proposes a new idea for the current situation of procedural evaluation of college English based on Internet of Things. The Internet of Things is used to obtain the intelligent data to enhance the teaching flexibility. The data generated during the process of procedural evaluation is carefully analyzed through data mining to infer whether the teacher's procedural evaluation in English teaching can be satisfied.

Constituindo a avaliação processual no curso de Economia pelo Exame Nacional de Cursos (ENC)

O Exame Nacional de Cursos (ENC), como mecanismo de avaliação externa, não se limita a um diagnóstico. Entendendo a importância do envolvimento da comunidade acadêmica no próprio processo de discussão e acompanhamento dos cursos, compete à instituição de ensino superior sistematizar e analisar mais profundamente os dados e enriquecer o sistema de avaliação. A Universidade do Vale do Itajaí (Univali) utiliza o Exame Nacional de Cursos: relatório síntese 2000 com desempenho obtido na prova e as opiniões emitidas pelos seus alunos no questionário-pesquisa como subsídios para detectar pontos fortes e vulneráveis, aperfeiçoar projetos e práticas pedagógicas e desencadear novas ações integradas no aprimoramento contínuo dos cursos. Desta forma, apresentamos, neste trabalho, a sistematização dos dados do curso de Economia submetido ao ENC/1999, no qual obteve conceito "D", e em 2000, com conceito "B", a fim de elaborar um Plano Integrado de Ações Didático-Pedagógicas para 2001. Palavra-chave: avaliação processual; sistematização e integração; Provão. Abstract The National Course Examination (ENC), as a mechanism of external evaluation, is not limited to a diagnosis. Understanding the importance of the academic community's involvement in its own discussion process and accompaniment of the courses, competes to higher education institution to systematize and to analyze the data and to enrich the evaluation system. The University of Itajaí Valley (Univali) uses the Report of Institution/Inep/MEC with results obtained in the test and opinions emitted by its students in the Research Questionnaire as subsidies to detect strong and vulnerable points, to improve projects and pedagogic practices and to start new actions, integrated in the continuous improvement of the courses. This way, we presented, in this work, the data systematization in the Economy Course, submitted at the ENC/1999, in which it obtained a "D" concept, and in 2000, a "B" concept, in order to elaborate an Integrated Plan of didactic-pedagogic actions for 2001. Keywords: National Course Examination; procedural evaluation; systematization and integration.