scholarly journals STFM LAUNCHES NEW TASK FORCE TO DEVELOP LEADING CHANGE LIVE EVENTS AND TRAINING

2014 ◽  
Vol 12 (4) ◽  
pp. 378-378
Author(s):  
T. Nolte
Keyword(s):  
Task Force ◽  
Leading Change ◽  
And Training

scholarly journals Informing managers about telecommunications technologies for education and training

1991 ◽  
Vol 7 (2) ◽  
Author(s):  
Peter Rosie ◽  
Terry Charman ◽  
Roger Atkinson
Keyword(s):  
Task Force ◽  
Education And Training ◽  
Brand Names ◽  
Sources Of Information ◽  
Ample Evidence ◽  
Base Level ◽  
Lack Of Information ◽  
Management Positions ◽  
Level Information ◽  
And Training

<p>Australian educational technologists face the challenge of convincing management to invest in telecommunications for some important aspects of education and training. Despite well-proven overseas models and ample evidence to indicate the cost and learning effectiveness (Hosie, 1987, 1988; Lundin, 1988) of using telecommunications, Australia has been slow to take advantage of possibilities the technology offers. Why is this so?</p><p>As Lange (1984) accurately ventures: fear, apathy, lack of encouragement and ignorance are the main reasons why implementation of telecommunications technology for the delivery and administration of education and training has lagged behind in Australia. Not surprisingly these disincentives have resulted in a lack of effective policy developments. Without well researched and marketed policy there is unlikely to be forward motion.</p><p>One obvious deficiency is the lack of information and understanding of telecommunications technologies throughout the general community, including amongst lecturers, teachers and trainers. What understanding people have is fragmented, disjointed and often confused with commercial brand names. High-end applications such as video conferencing are the most known and sought after by educators and trainers. However, once awareness is raised and sources of information provided, considerable interest may be shown in alternative technologies of a simpler and more affordable nature. Often, facilities are available for use but knowledge of their application to education and training is limited.</p><p>Educational and training administrators and policy developers in Australia could be fairly accused of all of Lange's sins in relation to developing the uses of telecommunications technology but they cannot all be overcome instantly. Also, decision-makers in education have been elevated to their management positions before these technologies became widely used. Hence management often lacks the essential base knowledge to make informed decisions.</p><p>This article arises from one of the activities of Western Australia's Telecommunications for Education and Training (TET) Task Force. One part of its work was to provide essential base-level information, in an accessible form, for education managers involved in making decisions about implementing telecommunications technology. This article is concerned with techniques for providing this kind of information.</p>

The New Edition of the Guide to Clinical Preventive Services

PEDIATRICS ◽  
1996 ◽  
Vol 97 (5) ◽  
pp. 733-735
Author(s):  
Modena Wilson ◽  
Donald M. Berwick ◽  
Carolyn DiGuiseppi
Keyword(s):  
Primary Care ◽  
Positive Reaction ◽  
Task Force ◽  
Preventive Services ◽  
Negative Reaction ◽  
The Past ◽  
The Us ◽  
Clinical Preventive Services ◽  
Clinical Prevention ◽  
And Training

Preventive services compose a large portion of primary care pediatrics, and pediatricians by their nature and training seem extraordinarily disposed toward clinical prevention. Therefore, when the first edition of the Guide to Clinical Preventive Services appeared in 1989 from the US Preventive Services Task Force (USPSTF), the negative reaction of the organized pediatric community was disappointing. The second edition of that guide has just been released, and we three pediatricians, who have worked hard during the past 5 years as members and staff of the second task force, hope for a far more positive reaction from our colleagues this time around.

scholarly journals Task Force 1: General Experiences and Training

2005 ◽  
Vol 46 (7) ◽  
pp. 1382-1384 ◽  
Author(s):  
Hugh D. Allen ◽  
J. Timothy Bricker ◽  
Michael D. Freed ◽  
Roger A. Hurwitz ◽  
Tim C. McQuinn ◽  
...  
Keyword(s):  
Task Force ◽  
And Training

Generation IV International Forum Education and Training Webinars: Education Tools for the Next Generation Workforce

2018 ◽  
Author(s):  
Patricia Paviet
Keyword(s):  
Nuclear Power ◽  
Task Force ◽  
Education And Training ◽  
Direct Result ◽  
Fiscal Year ◽  
Training Task ◽  
International Forum ◽  
Monthly Basis ◽  
Gen Iv ◽  
And Training

The Gen IV International Forum (GIF) Education and Training Task Force was created to respond to the challenge of not only forming, training and/or retaining qualified Gen IV workforce but also educating and informing a more general public, policy makers on topics related to Gen IV reactor systems and cross-cutting subjects. The task force serves as a platform to enhance open education and training as well as communication and networking in support of GIF, and its objectives are to maintain the know-how in this field, to increase the knowledge of new advanced concepts, and to avoid the loss of the knowledge and competences that could seriously and adversely affect the future of nuclear energy. While many countries are either ramping up or developing nuclear power production as an important step towards economic development and environmental protection, a decrease or uncertainty of the fiscal year budgets have left organizations and agencies looking for new avenues for training and educating a qualified workforce. This has led to an increase in those looking for readily available education and training resources. Using modern internet technologies, the GIF Education and Training Task Force has launched a webinar series on Gen IV systems in September 2016, which is accessible to a broad audience and is educating and strengthening the knowledge of participants in applications to advanced reactors. This achievement is the direct result of partnering with university professors and subject matter experts who conduct live webinars on a monthly basis. The live webinars are recorded and archived as an online educational resource to the public from the GIF website (www.gen-4.org). In addition, the webinars offer unprecedented opportunities for interdisciplinary crosslinking and collaboration in education and research. The GIF webinars, with their expansion of topics, targets a large spectrum of those that do not know but are desiring to learn about the many aspects of advanced reactor systems. The details and examples of the GIF webinar modules will be presented in our paper.

Approach To An Interdisciplinary Bionanotechnology Education Program: International Network Perspective

2006 ◽  
Vol 931 ◽  
Author(s):  
Ashok Vaseashta ◽  
J. Irudayaraj ◽  
S. Vaseashta ◽  
I. Stamatin ◽  
A. Erdem
Keyword(s):  
Task Force ◽  
Undergraduate Curriculum ◽  
Education And Training ◽  
Academic Community ◽  
International Exchange ◽  
Biological Engineering ◽  
Seamless Integration ◽  
East European ◽  
Optical And Mechanical Properties ◽  
And Training

ABSTRACTMaterials in reduced dimensions demonstrate size dependence and may exhibit properties different from the bulk. Nanomaterials are a fundamentally and entirely new class of materials with remarkable electrical, optical, and mechanical properties, thus offering unique applications. With a 9.7% increase in FY 2004-05 investments and an expected worldwide labor force shortage, education and training has become a key component of the National Nanotechnology Initiative (NNI). The slow response by the academic community to develop nanotechnology curriculum is evidenced by the small number of Universities offering fundamental undergraduate level courses in nanoscience and nanotechnology. There is a strong need to develop coercive undergraduate curriculum to equip the future engineers, scientists, and researchers charged with commercializing nanotechnology applications. We are in the process of developing and implementing some core courses and laboratory modules, which can easily adapt to either a major or minor in nanotechnology, nano-biotechnology, or nanoscience programs. The course modules are being developed by a multi-disciplinary team consisting of faculty in Physics, Agricultural and Biological Engineering, Materials Engineering, and Molecular Biology at Universities in the US, Europe, and the Consortium of South East European Network on Nanoscience and Technology (COSENT). The joint effort specifically addresses a sector of nanobiotechnology emphasizing applications in agricultural and biological systems through hands-on modules and experimental kits. Selected course and laboratory modules are being developed to be affordable, flexible, accessible, and appealing to a diverse student population from across basics sciences, life sciences, agriculture, and engineering departments. Internet ready, multimedia intensive curriculum and assessment modules will include self-directed individualized learning modules as well as team-based components capitalizing on collaborative learning to address complex problems and tasks. The capital cost and site sensitivity of much of the equipment used within nanoscience courses often limits its distribution to large research centers, despite the need for it in many disperse educational programs. The creation of this seamless integration will promote and encourage an international exchange of students and ideas within interdisciplinary research. We will present our unique approach to delivery of education and training at all levels employing converging technologies to an international audience and receive feedback to enhance the effectiveness of the program to better educate the task force of tomorrow.

Agreement on Cooperation on Marine Oil Pollution Preparedness and Response in the Arctic

2014 ◽  
Vol 2014 (1) ◽  
pp. 1485-1496 ◽  
Author(s):  
Larry Trigatti ◽  
Ole-Kristian Bjerkemo ◽  
Mark Everett
Keyword(s):  
International Law ◽  
Oil Pollution ◽  
Task Force ◽  
Work Group ◽  
The Arctic ◽  
Arctic Council ◽  
Marine Area ◽  
Marine Oil ◽  
One Year ◽  
And Training

ABSTRACT This paper describes the background, approach, challenges and results of the development of the Agreement on Cooperation on Marine Oil Pollution Preparedness and Response in the Arctic signed May 2013 by the eight member states of the Arctic Council at Kiruna, Sweden. The Arctic Council established an interdisciplinary task force in May 2011 to develop the Agreement. The Task Force included participants from the Arctic states, Permanent Participants of the Arctic Council, observers, industry representatives, and invited experts. The Task Force met five times over nearly a one year period. The objective of the Agreement is to strengthen cooperation, coordination and mutual assistance among the Parties on oil pollution preparedness and response in the Arctic in order to protect the marine environment by pollution from oil. The Agreement applies to oil pollution incidents that occur in or may pose a threat to any marine area over which a State whose government is a Party exercises sovereignty, sovereign rights or jurisdiction, including in its internal waters, territorial sea, exclusive economic zone and continental shelf, consistent with international law. An Operational Guideline to the Agreement was developed by the Arctic Council's standing Emergency Prevention, Preparedness, and Response (EPPR) work group to provide tactical operating procedures for: notification; requests for assistance; provision of assistance; coordination and cooperation in response operations, including in areas beyond the jurisdiction of any State; movement and removal of resources across borders; procedures for conducting joint exercises and training; and a variety of other topics.

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