scholarly journals Work in Progress: Visual and Tactile Aids in Multidisciplinary Engineering for Better Learning Outcomes

2020 ◽  
Author(s):  
K. Jo Min ◽  
John Jackman ◽  
Zhuoyi Zhao
Keyword(s):  
Learning Outcomes ◽  
Work In Progress ◽  
Tactile Aids

Concepts and Standardization in Areas Relating to Competence

2010 ◽  
Vol 8 (2) ◽  
pp. 29-44 ◽  
Author(s):  
Simon Grant ◽  
Rowin Young
Keyword(s):  
Learning Outcomes ◽  
Conceptual Models ◽  
Standard Approach ◽  
Current Work ◽  
Self Assessment ◽  
Work In Progress ◽  
Information Models ◽  
Intended Learning Outcomes ◽  
The Way

This paper reviews terminology, motivation, history and current work in areas relating to skill or competence. Many useful services, clarifying pathways within and from education to employment, self-assessment, and selection would be facilitated by better standardization of the format in which related definitions are represented, and also by a standard approach to representing the structured sets often called frameworks. To be effective, information models underlying interoperability specifications must be based on common conceptual models; the authors propose one such model as a work in progress. The authors see the way forward as reaching greater consensus about the components of competence, including intended learning outcomes, agreement on a model for frameworks allowing reuse of and comparison between components in and between frameworks, and investigation of how requirements and claims for skill and competence can be coordinated in the light of common practice in recruitment.

Concepts and Standardization in Areas Relating to Competence

2012 ◽  
pp. 264-280
Author(s):  
Simon Grant ◽  
Rowin Young
Keyword(s):  
Learning Outcomes ◽  
Conceptual Models ◽  
Standard Approach ◽  
Current Work ◽  
Self Assessment ◽  
Work In Progress ◽  
Information Models ◽  
Intended Learning Outcomes ◽  
The Way

This paper reviews terminology, motivation, history and current work in areas relating to skill or competence. Many useful services, clarifying pathways within and from education to employment, self-assessment, and selection would be facilitated by better standardization of the format in which related definitions are represented, and also by a standard approach to representing the structured sets often called frameworks. To be effective, information models underlying interoperability specifications must be based on common conceptual models; the authors propose one such model as a work in progress. The authors see the way forward as reaching greater consensus about the components of competence, including intended learning outcomes, agreement on a model for frameworks allowing reuse of and comparison between components in and between frameworks, and investigation of how requirements and claims for skill and competence can be coordinated in the light of common practice in recruitment.

Meridional Circulation, Turbulence, and Diffusion Processes in Stars

1976 ◽  
Vol 32 ◽  
pp. 109-116 ◽  
Author(s):  
S. Vauclair
Keyword(s):  
Convection Zone ◽  
Diffusion Processes ◽  
Meridional Circulation ◽  
Diffusion Time ◽  
Work In Progress ◽  
First Results ◽  
Stellar Envelopes ◽  
And Diffusion ◽  
Turbulence And Diffusion ◽  
Hr Diagram

This paper gives the first results of a work in progress, in collaboration with G. Michaud and G. Vauclair. It is a first attempt to compute the effects of meridional circulation and turbulence on diffusion processes in stellar envelopes. Computations have been made for a 2 Mʘstar, which lies in the Am - δ Scuti region of the HR diagram.Let us recall that in Am stars diffusion cannot occur between the two outer convection zones, contrary to what was assumed by Watson (1970, 1971) and Smith (1971), since they are linked by overshooting (Latour, 1972; Toomre et al., 1975). But diffusion may occur at the bottom of the second convection zone. According to Vauclair et al. (1974), the second convection zone, due to He II ionization, disappears after a time equal to the helium diffusion time, and then diffusion may happen at the bottom of the first convection zone, so that the arguments by Watson and Smith are preserved.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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