System Identification of Flexible Aircraft: Lessons Learned from the X-56A Phase 1 Flight Tests

2020 ◽  
Author(s):  
Jared A. Grauer ◽  
Matthew Boucher
Keyword(s):  
System Identification ◽  
Phase 1 ◽  
Lessons Learned ◽  
Flight Tests ◽  
Flexible Aircraft

Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery

2021 ◽  
pp. 004723952110160
Author(s):  
Kristen L. Granger ◽  
Maureen A. Conroy ◽  
Kevin S. Sutherland ◽  
Edward G. Feil ◽  
Jessica Wright ◽  
...  
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Phase 1 ◽  
Lessons Learned ◽  
Study Phase ◽  
Evidence Based ◽  
Tier 2 ◽  
Web Based ◽  
Testing Phase ◽  
Panel Review

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.

System Identification of an Unmanned Aerial Vehicle from Automated Flight Tests

2002 ◽  
Author(s):  
Younsaeng Lee ◽  
Seungjoo Kim ◽  
Jinyoung Suk ◽  
Hueonjoon Koo ◽  
Jongseong Kim
Keyword(s):  
System Identification ◽  
Unmanned Aerial Vehicle ◽  
Flight Tests ◽  
Aerial Vehicle

scholarly journals Needs of patients with dementia and their caregivers in primary care: lessons learned from the Alzheimer plan of Quebec

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Vladimir Khanassov ◽  
Laura Rojas-Rozo ◽  
Rosa Sourial ◽  
Xin Qiang Yang ◽  
Isabelle Vedel
Keyword(s):  
Primary Care ◽  
Unmet Needs ◽  
Social Care ◽  
Phase 1 ◽  
Lessons Learned ◽  
Community Dwelling ◽  
Care Plan ◽  
Phase 2 ◽  
Care Needs ◽  
Health And Social Care

Abstract Background Persons living with dementia have various health and social care needs and expectations, some which are not fully met by health providers, including primary care clinicians. The Quebec Alzheimer plan, implemented in 2014, aimed to cover these needs, but there is no research on the effect this plan had on the needs and expectations of persons living with dementia. The objective of this study is to identify persons living with dementia and caregivers’ met and unmet needs and to describe their experience. Methods This is a sequential mixed methods explanatory design: Phase 1: cross-sectional study to describe the met and unmet health and social care needs of community-dwelling persons living with dementia using Camberwell Assessment of Need of the Elderly and Carers’ Assessment for Dementia tools. Phase 2: qualitative descriptive study to explore and understand the experiences of persons living with dementia and caregivers with the use of social and healthcare services, using semi-structured interviews. Data from phase 1 was analyzed with descriptive statistics, and from phase 2, with inductive thematic analysis. Results from phases 1 and 2 were compared, contrasted and interpreted together. Results The mean total number of needs reported by the patients was 5.03 (4.48 and 0.55 met and unmet needs, respectively). Caregivers had 0.52 met needs (3.16 unmet needs). The main needs for both were memory, physical health, eyesight/hearing/communication, medication, looking after home, money/budgeting. Three categories were mentioned by the participants: Persons living with dementia and caregiver’s attitude towards memory decline, their perception of community health services and of the family medicine practice. Conclusions Our study confirms the findings of other studies on the most common unmet needs of the patients and caregivers that are met partially or not at all. In addition, the participants were satisfied with access to care, and medical services in primary practices, being confident in their family. Our results indicate persons living with dementia and their caregivers need a contact person, a clear explanation of their dementia diagnosis, a care plan, written information on available services, and support for the caregivers.

System identification and stability evaluation of an unmanned aerial vehicle from automated flight tests

2003 ◽  
Vol 17 (5) ◽  
pp. 654-667 ◽  
Author(s):  
Jinyoung Suk ◽  
Younsaeng Lee ◽  
Seungjoo Kim ◽  
Hueonjoon Koo ◽  
Jongseong Kim
Keyword(s):  
System Identification ◽  
Unmanned Aerial Vehicle ◽  
Stability Evaluation ◽  
Flight Tests ◽  
Aerial Vehicle

scholarly journals Understanding values-based food labeling as rural development strategy in Colombia. Comparative analysis: Fair trade, geographical indications and organic labels in the coffee region and the Buenaventura rural area (Phase 1)

2020 ◽  
Vol 7 (2) ◽  
pp. 111-119
Author(s):  
Xiomara Fernanda Quiñones Ruiz ◽  
Marianne Penker
Keyword(s):  
Rural Area ◽  
Development Strategy ◽  
Fair Trade ◽  
Rural Areas ◽  
Free Market ◽  
Phase 1 ◽  
Lessons Learned ◽  
Exploratory Research ◽  
Food Markets ◽  
Organic Certification

Poverty in many rural areas of developing countries is not a new story. Rural farmers face many financial and market barriers. Furthermore, conventional farming practices are afflicted by free market pressure to produce more food for less income, resulting in destruction of the environment and neglecting human and animal welfare. Value based labeling offers alternatives to conventional food markets as they provide ethical principles to counter unsustainable trends within the capitalism system as stated by Elizabeth Barham. Hence, a planned study is aimed at evaluating selected labels such as fair trade, geographical indication/denomination of origin and organic certification in the context of the Buenaventura rural area, taking into account the lessons learned and experiences from the coffee region. Thus the labels will be explained as well as the objectives and methodology of the doctoral thesis. Finally, the findings and conclusions of the initial exploratory research draw useful insights of the current situation.

scholarly journals An Evaluation of a Scottish Higher Education ‘Student Transitions’ Enhancement Theme: Stakeholders’ Perceptions and Recommendations for Future Activities

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Ashley Dennis ◽  
Lisi Gordon ◽  
Stella Howden ◽  
Divya Jindal-Snape
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Learning Experience ◽  
Phase 1 ◽  
Lessons Learned ◽  
Education Student ◽  
Quality Assurance Agency ◽  
Facilitators And Barriers ◽  
The Impact ◽  
Student Transitions

The Quality Assurance Agency Enhancement Themes identify specific development themes to enhance the student learning experience in Scottish higher education (HE). This evaluation explored the second year of the ‘Student Transitions’ theme through the questions: How do stakeholders perceive the impact of the ‘Student Transitions’ work and, what are the facilitators and barriers to the successful development of projects? Data were collected during two overlapping phases. In Phase 1, 30 individuals, with national or institutional leadership roles associated with the current Enhancement Theme participated in semi-structured telephone interviews. In Phase 2, 43 online questionnaires were completed by institutionally nominated individuals. Professional, support and academic staff, and student representatives from all 19 Scottish Universities participated. Data were analysed using a thematic framework approach and descriptive statistics. Themes developed were: perceived impact; facilitators and barriers, such as support, engagement and sustainability. These themes were explored across institutions and sector wide. Participants felt ‘Student Transitions’ work was fundamental for Universities. Participants considered that Theme work had enhanced reflection on, and engagement with transition issues. Capturing direct impact was challenging for participants and it was proposed that it may take several years to evidence the outcomes of the work at the level of student experience. Broadly, participants reported that the sector was supportive and collaborative where ideas and resources for the ‘Student Transitions’ work had been openly shared. Challenges to advancing Enhancement Theme activities include limited time and other agendas competing for limited resources e.g. the Teaching Excellence Framework (TEF). The findings highlight the complexity of integrating the Theme within institutions and broadly across the sector. Key recommendations and lessons learned surround 1) defining and measuring impact; 2) enhancing engagement; 3) and Theme integration.

scholarly journals GEM Centre: Completion report for Phase 2 funding, 2017–2020

2021 ◽  
Author(s):  
Keyword(s):  
Global Education ◽  
Phase 1 ◽  
Lessons Learned ◽  
Foreign Affairs ◽  
Phase 2 ◽  
Phase 3 ◽  
Monitoring Centre ◽  
Australian Council ◽  
The Impact ◽  
Further Development

In 2014, the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT) established a partnership under the Global Education Monitoring Centre. Since then, there have been two funding periods: Phase 1 from 2014–2017 and Phase 2 from 2017–2020. Phase 3 will cover 2020–2023. This report documents the completion of Phase 2 funding and describes the shared priorities of DFAT and ACER through the GEM Centre, followed by the objectives and key outcomes of the work program during this period. The outcomes and lessons learned, together with findings from the GEM Centre mid-term review (MTR) in 2019,1 are reflected against the impact and sustainability of the ACER–DFAT partnership. The MTR validated the overall success of the GEM Centre and identified areas for further development, specifically to improve the effectiveness of the partnership. This report concludes with a brief outlook on how these developments will be addressed under Phase 3 of the GEM Centre.

scholarly journals Implementing a Bridge Camp and Intro. Course: Lessons Learned from a Phase 1 STEP Grant

2020 ◽  
Author(s):  
Summer Dann ◽  
Paige Davis ◽  
Warren Waggenspack
Keyword(s):  
Phase 1 ◽  
Lessons Learned

scholarly journals P023: Development of a Canadian Global Health Emergency Medicine (GHEM) Certificate Program based on established best practices

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S72-S73
Author(s):  
R. Stefan ◽  
J. Maskalyk ◽  
L. Puchalski Ritchie ◽  
M. Salmon ◽  
M. Landes
Keyword(s):  
Emergency Medicine ◽  
Best Practices ◽  
Global Health ◽  
Addis Ababa ◽  
Phase 1 ◽  
Lessons Learned ◽  
Certificate Program ◽  
University Of Toronto ◽  
Fellowship Programs ◽  
Multi Phase

Innovation Concept: Global health fieldwork is valuable for Canadian residents, but is often trainee-organized, short-term, unsupervised, and lacking in preparation and debriefing. In contrast, we have developed a Certificate Program which will be offered to University of Toronto (UofT) emergency medicine (EM) trainees in their final year of residency. This 6-month Program will complement the Transition to Practice stage for residents interested in becoming leaders in GHEM. Methods: We completed a multi-phase needs assessment to inform the structure and content of a GHEM Certificate Program. Phase 1 consisted of 9 interviews with Program Directors (PDs), Assistant PDs, and past fellows from existing GH fellowships in Canada and USA to understand program structure, curriculum, fieldwork and funding. In Phase 2 we interviewed 4 PDs and fellows from UofT fellowship programs to understand local administrative structures. In Phase 3 we collected feedback from 5 UofT residents and 7 faculty with experience in global health to assess interest in a local GHEM Program. All interview data was reviewed and best practices and lessons learned from key stakeholders were summarized into a proposed outline for a 6-month GHEM Certificate Program. Curriculum, Tool, or Material: The Program will comprise of 1) 3 months of preparatory work in Toronto followed by 2) 3 months of fieldwork in Addis Ababa, Ethiopia. Fieldwork will coincide with activities under the Toronto-Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM). The GHEM trainee's work will support TAAAC-EM activities. Preparatory months will include training in specific competencies (POCUS, teaching, tropical medicine, QI) and meetings between the trainee and a UofT mentor to design an academic project. During fieldwork, the trainee will do EM teaching (75% of time) and complete their academic project (25% of time). A UofT supervisor will accompany, orient and supervise the trainee for their first 2 weeks in Addis. Throughout fieldwork, the trainee will be required to debrief with their UofT mentor weekly for academic and clinical mentoring. One AAU faculty member will be identified as a local supervisor and will participate in all evaluations of the trainee during fieldwork. Conclusion: This Program will launch with a call for applications in July 2021, expecting the first trainee to complete the Program in 2022-23. We anticipate that this Program will increase the number of Canadian EM trainees committed to global health projects and partnerships throughout their career.

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