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Hands-on Experience (hands-on + experience)
Selected AbstractsDevelopment of a web-based integrated manufacturing laboratoryCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 4 2001Samuel H. Huang Abstract The internet is dramatically changing the ways we learn and teach, as well as the way we interact as a society. The "same time, same place, only some people" traditional instructional method is giving way to "anytime, anyplace, anybody" educational models. This paper deals with the development of a Web-based integrated manufacturing laboratory (WIML), which represents a virtual mini-manufacturing corporation, whose aim is to support core manufacturing curriculum and to provide students with hands-on experience on various manufacturing functions and effective use of manufacturing software tools. Key components of the WIML include a manufacturing tutor, a data repository, message boards, customization pages, and links to the world-wide web. The WIML not only can stimulate students' interest in related manufacturing courses but also allow them to strengthen their computer skills and develop ability to work as a team. © 2002 Wiley Periodicals, Inc. Comput Appl Eng Educ 9: 228,237, 2001; Published online in Wiley InterScience (www.interscience.wiley.com.); DOI 10.1002/cae.10006 [source] Designing and Implementing an Information System for the Dental Office of Branckowitz & YoungACCOUNTING PERSPECTIVES, Issue 4 2008Alex Nikitkov ABSTRACT This case provides students with the opportunity to create a functional information system (IS) for a service company. The case facilitates a guided hands-on experience where students learn to analyze a business entity in the context of its environment; recognize what business processes comprise an entity's value chain; and develop, document, and implement a tailor-made IS to support the entity's operation. In order to keep the amount of development realistic and the system transparent for students, the case focuses on a small service company: a dental office. The case uses a resource,events,agents (REA) analytical framework for modeling and Microsoft Access for IS implementation. The case is structured modularly, enabling instructors to either explain material or demonstrate analysis/development of a segment of an IS in class and then challenge the students to complete the module's development following the instructor's example. Instructors have the flexibility to give students fewer (or additional) directions in developing the information system, depending on the students' backgrounds and abilities. Instructors also have a choice to limit the scope of the development and implementation to any number of four business processes. [source] Distribution-based anomaly detection in 3G mobile networks: from theory to practiceINTERNATIONAL JOURNAL OF NETWORK MANAGEMENT, Issue 5 2010Alessandro D'Alconzo The design of anomaly detection (AD) methods for network traffic has been intensively investigated by the research community in recent years. However, less attention has been devoted to the issues which eventually arise when deploying such tools in a real operational context. We designed a statistical based change detection algorithm for identifying deviations in distribution time series. The proposed method has been applied to the analysis of a large dataset from an operational 3G mobile network, in the perspective of the adoption of such a tool in production. Our algorithm is designed to cope with the marked non-stationarity and daily/weekly seasonality that characterize the traffic mix in a large public network. Several practical issues emerged during the study, including the need to handle incompleteness of the collected data, the difficulty in drilling down the cause of certain alarms, and the need for human assistance in resetting the algorithm after a persistent change in network configuration (e.g. a capacity upgrade). We report on our practical experience, highlighting the key lessons learned and the hands-on experience gained from such an analysis. Finally, we propose a novel methodology based on semi-synthetic traces for tuning and performance assessment of the proposed AD algorithm. Copyright © 2010 John Wiley & Sons, Ltd. [source] Survey of endoscopic ultrasonographic practice and training in the Asia-Pacific regionJOURNAL OF GASTROENTEROLOGY AND HEPATOLOGY, Issue 8 2006Khek Yu Ho Abstract Background:, Little is known about the current status of endoscopic ultrasonography (EUS) training in the Asia,Pacific region. The aim of the present study was to assess EUS practice and training in the Asia,Pacific region and seek to identify areas where the development of EUS expertise could be further enhanced. Methods:, A direct mail survey was sent out to 87 practising endosonographers in various parts of the Asia,Pacific region outside of Japan. They were asked to report on their prior training, utilization of EUS, and EUS training in their country. Results:, The respondents (n = 71) were mostly young (median age 40 years), male (97%), practising in academia (36.6%) or public hospitals (50.7%) and fairly experienced (median 5 years) in EUS practices; they had performed a median of 500 procedures in their career. Among them, 49.3% were self-taught. Only 22.5% and 21.1% had undergone formal overseas fellowship lasting ,6 months, and local gastrointestinal fellowships of various durations, respectively. Fifty-six percent were currently involved in EUS teaching. Most (90%) thought that a formal EUS training fellowship is necessary for acquiring acceptable competence and there should be a minimum number (median 100) of supervised procedures performed and minimum amount of time (median 6 months) spent on training. Conclusions:, Although EUS practitioners in the Asia,Pacific region were not behind their European or US counterparts in hands-on experience, the lack of formal EUS training programs and opportunities remains an area of concern. For the region to increase EUS utilization, the current shortage of training opportunities needs to be addressed. [source] Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schoolsMEDICAL EDUCATION, Issue 2 2001Roy Remmen Objective Training in physical diagnostic skills is an important part of undergraduate medical education. The objective of this study was to study the outcome of skills training at four medical schools. Context At the time of the study, three schools had a traditional lecture-based curriculum and one school had a problem-based learning curriculum with a longitudinal skills training programme. All schools offer extended exposure to clerkships. Method A cross-sectional study in four medical schools was performed, using a written test of skills that has good correlation with actual student performance. The scores attained from four student groups were compared within and between the four medical schools. A total of 859 volunteer students from the later four years at each medical school participated in the study. Results The mean scores in the traditional medical schools increased with the start of skill training and the hands-on experience offered during the clerkships. Students from the school with the longitudinal skills training programme and the problem-based learning approach had significantly higher mean scores at the start of the clerkships, and maintained their lead in the subsequent clinical years. Conclusions Longitudinal skills training seems to offer the students a superior preparation for clerkships as well as influencing the students' learning abilities during the clerkships. The effect of the problem-based learning approach, also related to the innovative philosophy of the curriculum, could not be accounted for. [source] Experiential Education In New Product Design And Business DevelopmentTHE JOURNAL OF PRODUCT INNOVATION MANAGEMENT, Issue 1 2002Richard N. Cardozo We describe an experiential approach to teaching new product design and business development in a year-long course that combines intensive project work with classroom education. Our course puts together up to six teams of graduate students from management and engineering who work on projects sponsored by individual companies. Student teams work with faculty from multiple disciplines and personnel from the sponsoring companies. The year-long format and involvement with company personnel provide opportunities for students to gain hands-on experience in a real product development project. Time constraints, coupled with students' determination to demonstrate what they can accomplish, stimulate teams to learn how to compress the design and development cycle. To help students generalize from their own projects to a wider universe of product design and business development phenomena, students participate continuously in constructive critiques of others' projects; and in presentations, case discussions and workshops that help them learn about the product and business development process itself. This article describes course objectives, syllabus, projects, sponsors, faculty, students and our course administration. In an effort to move towards a "paperless" course, we have put as much of the course material as possible on the World Wide Web; relevant websites are referred to in the article. At the end of the course each team presents a prototype and a protoplan to the sponsoring company in a final report, which in many cases includes suggestions for the sponsor on how to improve its design and development process. Students' positive evaluations, along with their comments, indicate that they are attaining their educational goals. Course projects have resulted in commercialized products, patents, continuing development projects in sponsoring companies, and placements for students. The course has generated public relations value for the units involved and for the university as a whole. © 2002 Elsevier Science Inc. All rights reserved. [source] Hypothesis: Research in Otolaryngology Is Essential for Continued Improvement in Health Care,THE LARYNGOSCOPE, Issue 6 2002Robert H. Mathog MD Abstract The present report, in the form of a research proposal, is based on the hypothesis that research in otolaryngology is essential for continued improvement in health care. Examples of advances in otolaryngology as a result of research are noted, but for continued success, otolaryngology must maintain and find better ways to train clinically directed researchers. Traditional methods of training such as hands-on experience, courses in the basic principles of research, protected time, and mentoring are discussed and evaluated. Barriers to success such as age, time, and debt are noted. Potential solutions are presented with an emphasis on integration of the research and clinical training. Success of faculty will continue to depend on laboratory and financial support, technical assistance, protected time, salary equivalent to other faculty, and accessibility of research funds. For research to gain support and enthusiasm and to keep it strong and productive, cost-effectiveness and value must be recognized. [source] DOCUMENTING LOCAL CULTURE: AN INTRODUCTORY FIELD SCHOOLANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2004Philip B. Stafford This chapter provides a detailed description of a three-week summer residential field school conducted in Bloomington, Indiana, in 2000 and 2001. Following a model developed by David A. Taylor of the American Folklife Center, the school provided instruction and hands-on experience to students interested in learning methods of cultural fieldwork including interviewing, photography and participant-observation. Additionally, students learned methods of documentation including archiving and exhibition through radio, video, and other public displays. Each field school was organized around a salient local theme: the public square, in year 1 and community and disability, in year 2. This chapter summarizes the multiple practical challenges that students and instructors face in conducting a successful fieldwork school, with reference to transportation, supervision, field ethics, meals, residential accommodations, equipment, teamwork, and exiting the field. [source] A portable bioinformatics course for upper-division undergraduate curriculum in sciencesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 5 2008Wely B. Floriano Abstract This article discusses the challenges that bioinformatics education is facing and describes a bioinformatics course that is successfully taught at the California State Polytechnic University, Pomona, to the fourth year undergraduate students in biological sciences, chemistry, and computer science. Information on lecture and computer practice topics, free for academic use software and web links required for the laboratory exercises and student surveys for two instances of the course, is presented. This course emphasizes hands-on experience and focuses on developing practical skills while providing a solid knowledge base for critically applying these skills. It is designed in blocks of 1-hour lecture followed by 2 hours of computer laboratory exercises, both covering the same general topic, for a total of 30 hours of lecture and 60 hours of computer practice. The heavy computational aspect of this course was designed to use a single multiprocessor computer server running Linux, accessible from laptops through Virtual Network Computing sessions. The laptops can be either provided by the institution or owned by the individual students. This configuration avoids the need to install and maintain bioinformatics software on each laptop. Only a single installation is required for most bioinformatics software on the Linux server. The content of this course and its software/hardware configuration are well suited for institutions with no dedicated computer laboratory. This author believes that the same model can be successfully implemented in other institutions, especially those who do not have a strong instructional computer technology support such as community colleges and small universities. [source] Surgical training in gastrointestinal procedures within a UK gynaecological oncology subspecialty programmeBJOG : AN INTERNATIONAL JOURNAL OF OBSTETRICS & GYNAECOLOGY, Issue 1 2010R Naik Objective, An analysis of surgical experience in gastrointestinal procedures within a UK-based gynaecological oncology centre to which subspecialty fellows within the subject are exposed. Design, Retrospective study. Setting, Northern Gynaecological Oncology Centre, Gateshead, UK. Population, All women undergoing bowel surgery over a six-year period, 1 January 2000 to 31 December 2005. Methods, Cases were analysed by specialty and grade of surgeon performing the procedure. Main outcome measure, Proportion of cases to which subspecialty fellows were exposed. Results, Two hundred and sixty-two women (11.5%) underwent bowel surgery out of 2280 women undergoing major surgery for gynaecological cancer. This included ovarian/primary peritoneal cancer in 186 women (71%). Of these 262 cases, 238 operations (91%) were performed by a gynaecological oncologist, 20 (7.5%) were performed jointly with the gastrointestinal surgeons and four (1.5%) were performed solely by the gastrointestinal surgeons. A gynaecological oncology subspecialty fellow performed 21 (8%) and assisted in an additional 204 operations (78%). Perioperative morbidity and mortality statistics in addition to overall survival outcomes were comparable to the published literature. Conclusions, A significant proportion of major surgical operations performed within a gynaecological oncology centre require gastrointestinal procedures. The majority of these procedures can be performed by gynaecological oncologists with an acceptable perioperative morbidity and mortality rate. Subspecialty training has the potential to allow trainees significant exposure to these procedures. An accredited post-Fellowship Training Programme can provide the opportunity for hands-on experience to allow gynaecological oncologists the confidence and credibility to perform these procedures independently. [source] | |||||||||||||