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briefing</title> <meta name="description" content="Search results for: briefing"> <meta name="keywords" content="briefing"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="briefing"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 22</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: briefing</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> An Investigation of Thai Passengers’ Level of Understanding and Awareness: Cabin Crew Safety Briefing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chantarat%20Manvichien">Chantarat Manvichien</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Wongleedee"> Kevin Wongleedee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to study Thai passengers’ level of understanding and awareness of the cabin crew safety briefing in the airplane during the preparation to take off and landing. It is important to know if Thai passengers pay attention to cabin crew safety briefing and to suggest a better way to draw their attention. The independent variables included gender, age, income, levels of education, travelling purpose, and travelling frequency while the dependent variables was level of awareness. A simple random sampling method was utilized to get 400 respondents. The findings revealed the ranking the first three levels of importance by highest mean to lowest mean as follows: (1) It is important to listen to cabin crew safety briefing; (2) Cabin crew briefing is interesting; (3) Information from cabin crew safety briefing is easy to understand. In addition, the overall means was 3.27 with 0.800 SD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cabin%20crew" title="cabin crew">cabin crew</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20briefing" title=" safety briefing"> safety briefing</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20passengers" title=" Thai passengers"> Thai passengers</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a> </p> <a href="https://publications.waset.org/abstracts/14645/an-investigation-of-thai-passengers-level-of-understanding-and-awareness-cabin-crew-safety-briefing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Unfolding Simulations with the Use of Socratic Questioning Increases Critical Thinking in Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martha%20Hough%20RN">Martha Hough RN</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: New nursing graduates lack the critical thinking skills required to provide safe nursing care. Critical thinking is essential in providing safe, competent, and skillful nursing interventions. Educational institutions must provide a curriculum that improves nursing students' critical thinking abilities. In addition, the recent pandemic resulted in nursing students who previously received in-person clinical but now most clinical has been converted to remote learning, increasing the use of simulations. Unfolding medium and high-fidelity simulations and Socratic questioning are used in many simulations debriefing sessions. Methodology: Google Scholar was researched with the keywords: critical thinking of nursing students with unfolding simulation, which resulted in 22,000 articles; three were used. A second search was implemented with critical thinking of nursing students Socratic questioning, which resulted in two articles being used. Conclusion: Unfolding simulations increase nursing students' critical thinking, especially during the briefing (pre-briefing and debriefing) phases, where most learning occurs. In addition, the use of Socratic questions during the briefing phases motivates other questions, helps the student analyze and critique their thinking, and assists educators in probing students' thinking, which further increases critical thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=briefing" title="briefing">briefing</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Socratic%20thinking" title=" Socratic thinking"> Socratic thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=unfolding%20simulations" title=" unfolding simulations"> unfolding simulations</a> </p> <a href="https://publications.waset.org/abstracts/146324/unfolding-simulations-with-the-use-of-socratic-questioning-increases-critical-thinking-in-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Implementation of a Multidisciplinary Weekly Safety Briefing in a Tertiary Paediatric Cardiothoracic Transplant Unit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Dhugga">Lauren Dhugga</a>, <a href="https://publications.waset.org/abstracts/search?q=Meena%20Parameswaran"> Meena Parameswaran</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Blundell"> David Blundell</a>, <a href="https://publications.waset.org/abstracts/search?q=Abbas%20Khushnood"> Abbas Khushnood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: A multidisciplinary weekly safety briefing was implemented at the Paediatric Cardiothoracic Unit at the Freeman Hospital in Newcastle-upon-Tyne. It is a tertiary referral centre with a quarternary cardiac paediatric intensive care unit and provides complexed care including heart and lung transplants, mechanical support and advanced heart failure assessment. Aim: The aim of this briefing is to provide a structured platform of communication, in an effort to improve efficiency, safety, and patient care. Problem: The paediatric cardiothoracic unit is made up of a vast multidisciplinary team including doctors, intensivists, anaesthetists, surgeons, specialist nurses, echocardiogram technicians, physiotherapists, psychologists, dentists, and dietitians. It provides care for children with congenital and acquired cardiac disease and is one of only two units in the UK to offer paediatric heart transplant. The complexity of cases means that there can be many teams involved in providing care to each patient, and frequent movement of children between ward, high dependency, and intensive care areas. Currently, there is no structured forum for communicating important information across the department, for example, staffing shortages, prescribing errors and significant events. Strategy: An initial survey questioning the need for better communication found 90% of respondents agreed that they could think of an incident that had occurred due to ineffective communication, and 85% felt that incident could have been avoided had there been a better form of communication. Lastly, 80% of respondents felt that a weekly 60 second safety briefing would be beneficial to improve communication within our multidisciplinary team. Based on those promising results, a weekly 60 second safety briefing was implemented to be conducted on a Monday morning. The safety briefing covered four key areas (SAFE): staffing, awareness, fix and events. This was to highlight any staffing gaps, any incident reports to be learned from, any issues that required fixing and any events including teachings for the week ahead. The teams were encouraged to email suggestions or issues to be raised for the week or to approach in person with information to add. The safety briefing was implemented using change theory. Effect: The safety briefing has been trialled over 6 weeks and has received a good buy in from staff across specialties. The aim is to embed this safety briefing into a weekly meeting using the PDSA cycle. There will be a second survey in one month to assess the efficacy of the safety briefing and to continue to improve the delivery of information. The project will be presented at the next clinical governance briefing to attract wider feedback and input from across the trust. Lessons: The briefing displays promise as a tool to improve vigilance and communication in a busy multi-disciplinary unit. We have learned about how to implement quality improvement and about the culture of our hospital - how hierarchy influences change. We demonstrate how to implement change through a grassroots process, using a junior led briefing to improve the efficiency, safety, and communication in the workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=briefing" title="briefing">briefing</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=team" title=" team"> team</a> </p> <a href="https://publications.waset.org/abstracts/104331/implementation-of-a-multidisciplinary-weekly-safety-briefing-in-a-tertiary-paediatric-cardiothoracic-transplant-unit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104331.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Unpacking the Summarising Event in Trauma Emergencies: The Case of Pre-briefings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Professor%20Jo%20Angouri">Professor Jo Angouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Polina%20Mesinioti"> Polina Mesinioti</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20Turner"> Chris Turner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order for a group of ad-hoc professional to perform as a team, a shared understanding of the problem at hand and an agreed action plan are necessary components. This is particularly significant in complex, time sensitive professional settings such as in trauma emergencies. In this context, team briefings prior to the patient arrival (pre-briefings) constitute a critical event for the performance of the team; they provide the necessary space for co-constructing a shared understanding of the situation through summarising information available to the team: yet the act of summarising is widely assumed in medical practice but not systematically researched. In the vast teamwork literature, terms such as ‘shared mental model’, ‘mental space’ and ‘cognate labelling’ are used extensively, and loosely, to denote the outcome of the summarising process, but how exactly this is done interactionally remains under researched. This paper reports on the forms and functions of pre-briefings in a major trauma centre in the UK. Taking an interactional approach, we draw on 30 simulated and real-life trauma emergencies (15 from each dataset) and zoom in on the use of pre-briefings, which we consider focal points in the management of trauma emergencies. We show how ad hoc teams negotiate sharedness of future orientation through summarising, synthesising information, and establishing common understanding of the situation. We illustrate the role, characteristics, and structure of pre-briefing sequences that have been evaluated as ‘efficient’ in our data and the impact (in)effective pre-briefings have on teamwork. Our work shows that the key roles in the event own the act of summarising and we problematise the implications for leadership in trauma emergencies. We close the paper with a model for pre-briefing and provide recommendations for clinical practice, arguing that effective pre-briefing practice is teachable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=summarising" title="summarising">summarising</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20emergencies" title=" medical emergencies"> medical emergencies</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20analysis" title=" interaction analysis"> interaction analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%2Fmental%20models" title=" shared/mental models"> shared/mental models</a> </p> <a href="https://publications.waset.org/abstracts/168974/unpacking-the-summarising-event-in-trauma-emergencies-the-case-of-pre-briefings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168974.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Augmented Reality Using Cuboid Tracking as a Support for Early Stages of Architectural Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larissa%20Negris%20de%20Souza">Larissa Negris de Souza</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Regina%20Mizrahy%20Cuperschmid"> Ana Regina Mizrahy Cuperschmid</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20de%20Carvalho%20Moreira"> Daniel de Carvalho Moreira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented Reality (AR) alters the elaboration of the architectural project, which relates to project cognition: representation, visualization, and perception of information. Understanding these features from the earliest stages of the design can facilitate the study of relationships, zoning, and overall dimensions of the forms. This paper’s goal was to explore a new approach for information visualization during the early stages of architectural design using Augmented Reality (AR). A three-dimensional marker inspired by the Rubik’s Cube was developed, and its performance, evaluated. This investigation interwovens the acquired knowledge of traditional briefing methods and contemporary technology. We considered the concept of patterns (Alexander et al. 1977) to outline geometric forms and associations using visual programming. The Design Science Research was applied to develop the study. An SDK was used in a game engine to generate the AR app. The tool's functionality was assessed by verifying the readability and precision of the reconfigurable 3D marker. The results indicated an inconsistent response. To use AR in the early stages of architectural design the system must provide consistent information and appropriate feedback. Nevertheless, we conclude that our framework sets the ground for looking deep into AR tools for briefing design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=cuboid%20marker" title=" cuboid marker"> cuboid marker</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20design%20stages" title=" early design stages"> early design stages</a>, <a href="https://publications.waset.org/abstracts/search?q=graphic%20representation" title=" graphic representation"> graphic representation</a>, <a href="https://publications.waset.org/abstracts/search?q=patterns" title=" patterns"> patterns</a> </p> <a href="https://publications.waset.org/abstracts/144742/augmented-reality-using-cuboid-tracking-as-a-support-for-early-stages-of-architectural-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144742.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Mixing Students: an Educational Experience with Future Industrial Designers and Mechanical Engineers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Lino%20Alves">J. Lino Alves</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Lopes"> L. Lopes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is not new that industrial design projects are a result of cooperative work from different areas of knowledge. However, in the academic teaching of Industrial Design and Mechanical Engineering courses, it is not recurrent that those competences are mixed before the professional life arrives. This abstract intends to describe two semester experiences carried out by two professors - a mechanical engineer and an industrial designer - in the last two academic years, for which they created mixed teams of Industrial Design and Mechanical Engineering (UPorto University). The two experiences differ in several factors; the main one is related to the challenges of online education, a constraint that affected the second experience. In the first year, even before foreseeing the effects that the pandemic would reconfigure the education system, a partnership with the Education Service of Águas do Porto was established. The purpose of the exercise was the project development of a game that could be an interaction element oriented to potentiate a positive experience and as an educational contribution to the children. In the second year, already foreseeing that the teaching experience would be carried out online, it was decided to design an open briefing, which allowed the groups to choose among three themes: a hand scale game using additive manufacturing; a modular system for ventilated facade using a parametric design basis; or, a modular system for vertical gardens. In methodological terms, besides the weekly follow-up, with the simultaneous support of the two professors, a group self-evaluation was requested; and a form to be filled individually to evaluate other groups. One of the first conclusions is related to the briefing format. Industrial Design students seem comfortable working on an open briefing that allows them to draw the project on a conceptual basis created for that purpose; on the other hand, Mechanical Engineering students were uncomfortable and insecure in the initial phase due to the absence of concrete, closed "order." In other words, it is not recurrent for Mechanical Engineering students that the creative component is stimulated, seemingly leaving them reserved to the technical solution and execution, depriving them of the co-creation phase during the conceptual construction of the project's own brief. Another fact that was registered is related to the leadership positions in the groups, which alternated according to the state of development of the project: design students took the lead during the ideation/concept phase, while mechanical engineering ones took a greater lead during the intermediate development process, namely in the definition of constructive solutions, mass/volume calculations, manufacturing, and material resistance. Designers' competences were again more evident and assumed in the final phase, especially in communication skills, as well as in simulations in the context of use. However, at some moments, it was visible the capacity for quite balanced leadership between engineering and design, in a constant debate centered on the human factor of the project - evidenced in the final solution, in the compromise and balance between technical constraints, functionality, usability, and aesthetics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20design" title=" industrial design"> industrial design</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20engineering" title=" mechanical engineering"> mechanical engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20ethodologies" title=" teaching ethodologies"> teaching ethodologies</a> </p> <a href="https://publications.waset.org/abstracts/135988/mixing-students-an-educational-experience-with-future-industrial-designers-and-mechanical-engineers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Cognitive Models of Health Marketing Communication in the Digital Era: Psychological Factors, Challenges, and Implications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panas%20Gerasimos">Panas Gerasimos</a>, <a href="https://publications.waset.org/abstracts/search?q=Kotidou%20Varvara"> Kotidou Varvara</a>, <a href="https://publications.waset.org/abstracts/search?q=Halkiopoulos%20Constantinos"> Halkiopoulos Constantinos</a>, <a href="https://publications.waset.org/abstracts/search?q=Gkintoni%20Evgenia"> Gkintoni Evgenia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of growing technology and briefing by the internet, users resort to the internet and subsequently to the opinion of an expert. In many cases, they take control of their health in their hand and make a decision without the contribution of a doctor. According to that, this essay intends to analyze the confidence of searching health issues on the internet. For the fulfillment of this study, there has been a survey among doctors in order to find out the reasons a patient uses the internet about their health problems and the consequences that health information could lead by searching on the internet, as well. Specifically, the results regarding the research of the users demonstrate: a) the majority of users make use of the internet about health issues once or twice a month, b) individuals that possess chronic disease make health search on the internet more frequently, c) the most important topics that the majority of users usually search are pathological, dietary issues and the search of issues that are associated with doctors and hospitals. However, it observed that topic search varies depending on the users’ age, d) the most common sources of information concern the direct contact with doctors, as there is a huge preference from the majority of users over the use of the electronic form for their briefing and e) it has been observed that there is large lack of knowledge about e-health services. From the doctor's point of view, the following conclusions occur: a) almost all doctors use the internet as their main source of information, b) the internet has great influence over doctors’ relationship with the patients, c) in many cases a patient first makes a visit to the internet and then to the doctor, d) the internet significantly has a psychological impact on patients in order to for them to reach a decision, e) the most important reason users choose the internet instead of the health professional is economic, f) the negative consequence that emerges is inaccurate information, g) and the positive consequences are about the possibility of online contact with the doctor and contributes to the easy comprehension of the doctor, as well. Generally, it’s observed from both sides that the use of the internet in health issues is intense, which declares that the new means the doctors have at their disposal, produce the conditions for radical changes in the way of providing services and in the doctor-patient relationship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20models" title="cognitive models">cognitive models</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20marketing" title=" health marketing"> health marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=e-health" title=" e-health"> e-health</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20factors" title=" psychological factors"> psychological factors</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20marketing" title=" digital marketing"> digital marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=e-health%20services" title=" e-health services"> e-health services</a> </p> <a href="https://publications.waset.org/abstracts/140045/cognitive-models-of-health-marketing-communication-in-the-digital-era-psychological-factors-challenges-and-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140045.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">206</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Improving School Design through Diverse Stakeholder Participation in the Programming Phase</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Doris%20C.%20C.%20K.%20Kowaltowski">Doris C. C. K. Kowaltowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcella%20S.%20Deliberador"> Marcella S. Deliberador</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The architectural design process, in general, is becoming more complex, as new technical, social, environmental, and economical requirements are imposed. For school buildings, this scenario is also valid. The quality of a school building depends on known design criteria and professional knowledge, as well as feedback from building performance assessments. To attain high-performance school buildings, a design process should add a multidisciplinary team, through an integrated process, to ensure that the various specialists contribute at an early stage to design solutions. The participation of stakeholders is of special importance at the programming phase when the search for the most appropriate design solutions is underway. The composition of a multidisciplinary team should comprise specialists in education, design professionals, and consultants in various fields such as environmental comfort and psychology, sustainability, safety and security, as well as administrators, public officials and neighbourhood representatives. Users, or potential users (teachers, parents, students, school officials, and staff), should be involved. User expectations must be guided, however, toward a proper understanding of a response of design to needs to avoid disappointment. In this context, appropriate tools should be introduced to organize such diverse participants and ensure a rich and focused response to needs and a productive outcome of programming sessions. In this paper, different stakeholder in a school design process are discussed in relation to their specific contributions and a tool in the form of a card game is described to structure the design debates and ensure a comprehensive decision-making process. The game is based on design patterns for school architecture as found in the literature and is adapted to a specific reality: State-run public schools in São Paulo, Brazil. In this State, school buildings are managed by a foundation called Fundação para o Desenvolvimento da Educação (FDE). FDE supervises new designs and is responsible for the maintenance of ~ 5000 schools. The design process of this context was characterised with a recommendation to improve the programming phase. Card games can create a common environment, to which all participants can relate and, therefore, can contribute to briefing debates on an equal footing. The cards of the game described here represent essential school design themes as found in the literature. The tool was tested with stakeholder groups and with architecture students. In both situations, the game proved to be an efficient tool to stimulate school design discussions and to aid in the elaboration of a rich, focused and thoughtful architectural program for a given demand. The game organizes the debates and all participants are shown to spontaneously contribute each in his own field of expertise to the decision-making process. Although the game was specifically based on a local school design process it shows potential for other contexts because the content is based on known facts, needs and concepts of school design, which are global. A structured briefing phase with diverse stakeholder participation can enrich the design process and consequently improve the quality of school buildings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20program" title="architectural program">architectural program</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process" title=" design process"> design process</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20building%20design" title=" school building design"> school building design</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholder" title=" stakeholder "> stakeholder </a> </p> <a href="https://publications.waset.org/abstracts/24898/improving-school-design-through-diverse-stakeholder-participation-in-the-programming-phase" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Creative Thinking through Mindful Practices: A Business Class Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malavika%20Sundararajan">Malavika Sundararajan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study introduces the use of mindfulness techniques in the classroom to make individuals aware of how the creative thinking process works, resulting in more constructive learning and application. Case observation method was utilized within a classroom setting in a graduate class in the Business School. It entailed, briefing the student participants about the use of a template called the dots and depths map, and having them complete it for themselves, compare it to their team members and reflect on the outputs. Finally, they were debriefed about the use of the template and its value to their learning and creative application process. The major finding is the increase in awareness levels of the participants following the use of the template, leading to a subsequent pursuit of diverse knowledge and acquisition of relevant information and not jumping to solutions directly, which increased their overall creative outputs for the given assignment. The significant value of this study is that it can be applied to any classroom on any subject as a powerful mindfulness tool which increases creative problem solving through constructive knowledge building. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connecting%20dots" title="connecting dots">connecting dots</a>, <a href="https://publications.waset.org/abstracts/search?q=mindful%20awareness" title=" mindful awareness"> mindful awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=constructive%20knowledge%20building" title=" constructive knowledge building"> constructive knowledge building</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20creatively" title=" learning creatively"> learning creatively</a> </p> <a href="https://publications.waset.org/abstracts/91961/creative-thinking-through-mindful-practices-a-business-class-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Saving Lives from a Laptop: How to Produce a Live Virtual Media Briefing That Will Inform, Educate, and Protect Communities in Crisis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cory%20B.%20Portner">Cory B. Portner</a>, <a href="https://publications.waset.org/abstracts/search?q=Julie%20A.%20Grauert"> Julie A. Grauert</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20M.%20Stromme"> Lisa M. Stromme</a>, <a href="https://publications.waset.org/abstracts/search?q=Shelby%20D.%20Anderson"> Shelby D. Anderson</a>, <a href="https://publications.waset.org/abstracts/search?q=Franji%20H.%20Mayes"> Franji H. Mayes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: WASHINGTON state in the Pacific Northwest of the United States is internationally known for its technology industry, fisheries, agriculture, and vistas. On January 21, 2020, Washington state also became known as the first state with a confirmed COVID-19 case in the United States, thrusting the state into the international spotlight as the world came to grips with the global threat of this disease presented. Tourism is Washington state’s fourth-largest industry. Tourism to the state generates over 1.8 billion dollars (USD) in local and state tax revenue and employs over 180,000 people. Communicating with residents, stakeholders, and visitors on the status of disease activity, prevention measures, and response updates was vital to stopping the pandemic and increasing compliance and awareness. Significance: In order to communicate vital public health updates, guidance implementation, and safety measures to the public, the Washington State Department of Health established routine live virtual media briefings to reach audiences via social media, internet television, and broadcast television. Through close partnership with regional broadcast news stations and the state public affairs news network, the Washington State Department of Health hosted 95 media briefings from January 2020 through September 2022 and continues to regularly host live virtual media briefings to accommodate the needs of the public and media. Methods: Our methods quickly evolved from hosting briefings in the cement closet of a military base to being able to produce and stream the briefings live from any home-office location. The content was tailored to the hot topic of the day and to the reporter's questions and needs. Virtual media briefings hosted through inexpensive or free platforms online are extremely cost-effective: the only mandatory components are WiFi, a laptop, and a monitor. There is no longer a need for a fancy studio or expensive production software to achieve the goal of communicating credible, reliable information promptly. With minimal investment and a small learning curve, facilitators and panelists are able to host highly produced and engaging media availabilities from their living rooms. Results: The briefings quickly developed a reputation as the best source for local and national journalists to get the latest and most factually accurate information about the pandemic. In the height of the COVID-19 response, 135 unique media outlets logged on to participate in the briefing. The briefings typically featured 4-5 panelists, with as many as 9 experts in attendance to provide information and respond to media questions. Preparation was always a priority: Public Affairs staff for the Washington State Department of Health produced over 170 presenter remarks, including guidance on talking points for 63 expert guest panelists. Implication For Practice: Information is today’s most valuable currency. The ability to disseminate correct information urgently and on a wide scale is the most effective tool in crisis communication. Due to our role as the first state with a confirmed COVID-19 case, we were forced to develop the most accurate and effective way to get life-saving information to the public. The cost-effective, web-based methods we developed can be applied in any crisis to educate and protect communities under threat, ultimately saving lives from a laptop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crisis%20communications" title="crisis communications">crisis communications</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20relations" title=" public relations"> public relations</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20management" title=" media management"> media management</a>, <a href="https://publications.waset.org/abstracts/search?q=news%20media" title=" news media"> news media</a> </p> <a href="https://publications.waset.org/abstracts/142992/saving-lives-from-a-laptop-how-to-produce-a-live-virtual-media-briefing-that-will-inform-educate-and-protect-communities-in-crisis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Mathematics Anxiety among Male and Female Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wern%20Lin%20Yeo">Wern Lin Yeo</a>, <a href="https://publications.waset.org/abstracts/search?q=Choo%20Kim%20Tan"> Choo Kim Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sook%20Ling%20Lew"> Sook Ling Lew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics anxiety refers to the feeling of anxious when one having difficulties in solving mathematical problem. Mathematics anxiety is the most common type of anxiety among other types of anxiety which occurs among the students. However, level of anxiety among males and females are different. There were few past study were conducted to determine the relationship of anxiety and gender but there were still did not have an exact results. Hence, the purpose of this study is to determine the relationship of anxiety level between male and female undergraduates at a private university in Malaysia. Convenient sampling method used in this study in which the students were selected based on the grouping assigned by the faculty. There were 214 undergraduates who registered the probability courses had participated in this study. Mathematics Anxiety Rating Scale (MARS) was the instrument used in study which used to determine students’ anxiety level towards probability. Reliability and validity of instrument was done before the major study was conducted. In the major study, students were given briefing about the study conducted. Participation of this study were voluntary. Students were given consent form to determine whether they agree to participate in the study. Duration of two weeks were given for students to complete the given online questionnaire. The data collected will be analyzed using Statistical Package for the Social Sciences (SPSS) to determine the level of anxiety. There were three anxiety level, i.e., low, average and high. Students’ anxiety level were determined based on their scores obtained compared with the mean and standard deviation. If the scores obtained were below mean and standard deviation, the anxiety level was low. If the scores were at below and above the mean and between one standard deviation, the anxiety level was average. If the scores were above the mean and greater than one standard deviation, the anxiety level was high. Results showed that both of the gender were having average anxiety level. Males having high frequency of three anxiety level which were low, average and high anxiety level as compared to females. Hence, the mean values obtained for males (M = 3.62) was higher than females (M = 3.42). In order to be significant of anxiety level among the gender, the p-value should be less than .05. The p-value obtained in this study was .117. However, this value was greater than .05. Thus, there was no significant difference of anxiety level among the gender. In other words, there was no relationship of anxiety level with the gender. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety%20level" title="anxiety level">anxiety level</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20anxiety" title=" mathematics anxiety"> mathematics anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=probability%20and%20statistics" title=" probability and statistics"> probability and statistics</a> </p> <a href="https://publications.waset.org/abstracts/32781/mathematics-anxiety-among-male-and-female-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32781.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Evaluating and Improving Healthcare Staff Knowledge of the [NG179] NICE Guidelines on Elective Surgical Care during the COVID-19 Pandemic: A Quality Improvement Project </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stavroula%20Stavropoulou-Tatla">Stavroula Stavropoulou-Tatla</a>, <a href="https://publications.waset.org/abstracts/search?q=Danyal%20Awal"> Danyal Awal</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Ayaz%20Hossain"> Mohammad Ayaz Hossain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first wave of the COVID-19 pandemic saw several countries issue guidance postponing all non-urgent diagnostic evaluations and operations, leading to an estimated backlog of 28 million cases worldwide and over 4 million in the UK alone. In an attempt to regulate the resumption of elective surgical activity, the National Institute for Health and Care Excellence (NICE) introduced the ‘COVID-19 rapid guideline [NG179]’. This project aimed to increase healthcare staff knowledge of the aforementioned guideline to a targeted score of 100% in the disseminated questionnaire within 3 months at the Royal Free Hospital. A standardized online questionnaire was used to assess the knowledge of surgical and medical staff at baseline and following each 4-week-long Plan-Study-Do-Act (PDSA) cycle. During PDSA1, the A4 visual summary accompanying the guideline was visibly placed in all relevant clinical areas and the full guideline was distributed to the staff in charge together with a short briefing on the salient points. PDSA2 involved brief small-group teaching sessions. A total of 218 responses was collected. Mean percentage scores increased significantly from 51±19% at baseline to 81±16% after PDSA1 (t=10.32, p<0.0001) and further to 93±8% after PDSA2 (t=4.9, p<0.0001), with 54% of participants achieving a perfect score. In conclusion, the targeted distribution of guideline printouts and visual aids, combined with small-group teaching sessions, were simple and effective ways of educating healthcare staff about the new standards of elective surgical care at the time of COVID-19. This could facilitate the safe restoration of surgical activity, which is critical in order to mitigate the far-reaching consequences of surgical delays on an unprecedented scale during a time of great crisis and uncertainty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=elective%20surgery" title=" elective surgery"> elective surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=NICE%20guidelines" title=" NICE guidelines"> NICE guidelines</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a> </p> <a href="https://publications.waset.org/abstracts/138293/evaluating-and-improving-healthcare-staff-knowledge-of-the-ng179-nice-guidelines-on-elective-surgical-care-during-the-covid-19-pandemic-a-quality-improvement-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138293.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Enhancing Academic and Social Skills of Elementary School Students with Autism Spectrum Disorder by an Intensive and Comprehensive Teaching Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyawan%20Srisuruk">Piyawan Srisuruk</a>, <a href="https://publications.waset.org/abstracts/search?q=Janya%20Boonmeeprasert"> Janya Boonmeeprasert</a>, <a href="https://publications.waset.org/abstracts/search?q=Romwarin%20Gamlunglert"> Romwarin Gamlunglert</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamaporn%20Choikhruea"> Benjamaporn Choikhruea</a>, <a href="https://publications.waset.org/abstracts/search?q=Ornjira%20Jaraepram"> Ornjira Jaraepram</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarin%20Boonsuchat"> Jarin Boonsuchat</a>, <a href="https://publications.waset.org/abstracts/search?q=Sakdadech%20Singkibud"> Sakdadech Singkibud</a>, <a href="https://publications.waset.org/abstracts/search?q=Kusalaporn%20Chaiudomsom"> Kusalaporn Chaiudomsom</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanatiporn%20Chonprai"> Chanatiporn Chonprai</a>, <a href="https://publications.waset.org/abstracts/search?q=Pornchanaka%20Tana"> Pornchanaka Tana</a>, <a href="https://publications.waset.org/abstracts/search?q=Suchat%20Paholpak"> Suchat Paholpak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: To develop an Intensive and comprehensive program (ICP) for the Inclusive Class Teacher (ICPICT) to teach elementary students (ES) with ASD in order to enhance the students’ academic and social skills (ASS) and to study the effect of the teaching program. Methods: The purposive sample included 15 Khon Kaen inclusive class teachers and their 15 elementary students. All the students were diagnosed by a child and adolescent psychiatrist to have DSM-5 level 1 ASD. The study tools included 1) an ICP to teach teachers about ASD, a teaching method to enhance academic and social skills for ES with ASD, and an assessment tool to assess the teacher’s knowledge before and after the ICP. 2) an ICPICT to teach ES with ASD to enhance their ASS. The project taught 10 sessions, 3 hours each. The ICPICT had its teaching structure. Teaching media included: pictures, storytelling, songs, and plays. The authors taught and demonstrated to the participant teachers how to teach with the ICPICT until the participants could display the correct teaching method. Then the teachers taught ICPICT at school by themselves 3) an assessment tool to assess the students’ ASS before and after the completion of the study. The ICP to teach the teachers, the ICPICT, and the relevant assessment tools were developed by the authors and were adjusted until consensus agreed as appropriate for researching by 3 curriculum of teaching children with ASD experts. The data were analyzed by descriptive and analytic statistics via SPSS version 26. Results: After the briefing, the teachers increased the mean score, though not with statistical significance, of knowledge of ASD and how to teach ES with ASD on ASS (p = 0.13). Teaching ES with ASD with the ICPICT could increase the mean scores of the students’ skills in learning and expressing social emotions, relationships with a friend, transitioning, and skills in academic function 3.33, 2.27, 2.94, and 3.00 scores (full scores were 18, 12, 15 and 12, Paired T-Test p = 0.007, 0.013, 0.028 and 0.003 respectively). Conclusion: The program to teach academic and social skills simultaneously in an intensive and comprehensive structure could enhance both the academic and social skills of elementary students with ASD. Keywords: Elementary students, autism spectrum, academic skill, social skills, intensive program, comprehensive program, integration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academica%20and%20social%20skills" title="academica and social skills">academica and social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20autism" title=" students with autism"> students with autism</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20and%20comprehensive" title=" intensive and comprehensive"> intensive and comprehensive</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20program" title=" teaching program"> teaching program</a> </p> <a href="https://publications.waset.org/abstracts/174702/enhancing-academic-and-social-skills-of-elementary-school-students-with-autism-spectrum-disorder-by-an-intensive-and-comprehensive-teaching-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Knowledge Management in Public Sector Employees: A Case Study of Training Participants at National Institute of Management, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Arif%20Khan">Muhammad Arif Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Haroon%20Idrees"> Haroon Idrees</a>, <a href="https://publications.waset.org/abstracts/search?q=Imran%20Aziz"> Imran Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Sidra%20Mushtaq"> Sidra Mushtaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the current level of knowledge mapping skills of the public sector employees in Pakistan. National Institute of Management is one of the premiere public sector training organization for mid-career public sector employees in Pakistan. This study is conducted on participants of fourteen weeks long training course called Mid-Career Management Course (MCMC) which is mandatory for public sector employees in order to ascertain how to enhance their knowledge mapping skills. Methodology: Researcher used both qualitative and quantitative approach to conduct this study. Primary data about current level of participants’ understanding of knowledge mapping was collected through structured questionnaire. Later on, Participant Observation method was used where researchers acted as part of the group to gathered data from the trainees during their performance in training activities and tasks. Findings: Respondents of the study were examined for skills and abilities to organizing ideas, helping groups to develop conceptual framework, identifying critical knowledge areas of an organization, study large networks and identifying the knowledge flow using nodes and vertices, visualizing information, represent organizational structure etc. Overall, the responses varied in different skills depending on the performance and presentations. However, generally all participants have demonstrated average level of using both the IT and Non-IT K-mapping tools and techniques during simulation exercises, analysis paper de-briefing, case study reports, post visit presentation, course review, current issue presentation, syndicate meetings, and daily synopsis. Research Limitations: This study is conducted on a small-scale population of 67 public sector employees nominated by federal government to undergo 14 weeks extensive training program called MCMC (Mid-Career Management Course) at National Institute of Management, Peshawar, Pakistan. Results, however, reflects only a specific class of public sector employees i.e. working in grade 18 and having more than 5 years of work. Practical Implications: Research findings are useful for trainers, training agencies, government functionaries, and organizations working for capacity building of public sector employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=km%20in%20public%20sector" title=" km in public sector"> km in public sector</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20and%20professional%20development" title=" knowledge management and professional development"> knowledge management and professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20in%20training" title=" knowledge management in training"> knowledge management in training</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20mapping" title=" knowledge mapping"> knowledge mapping</a> </p> <a href="https://publications.waset.org/abstracts/60150/knowledge-management-in-public-sector-employees-a-case-study-of-training-participants-at-national-institute-of-management-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60150.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> An Investigation into the Use of an Atomistic, Hermeneutic, Holistic Approach in Education Relating to the Architectural Design Process </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Pritchard">N. Pritchard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within architectural education, students arrive fore-armed with; their life-experience; knowledge gained from subject-based learning; their brains and more specifically their imaginations. The learning-by-doing that they embark on in studio-based/project-based learning calls for supervision that allows the student to proactively undertake research and experimentation with design solution possibilities. The degree to which this supervision includes direction is subject to debate and differing opinion. It can be argued that if the student is to learn-by-doing, then design decision making within the design process needs to be instigated and owned by the student so that they have the ability to personally reflect on and evaluate those decisions. Within this premise lies the problem that the student's endeavours can become unstructured and unfocused as they work their way into a new and complex activity. A resultant weakness can be that the design activity is compartmented and not holistic or comprehensive, and therefore, the student's reflections are consequently impoverished in terms of providing a positive, informative feedback loop. The construct proffered in this paper is that a supportive 'armature' or 'Heuristic-Framework' can be developed that facilitates a holistic approach and reflective learning. The normal explorations of architectural design comprise: Analysing the site and context, reviewing building precedents, assimilating the briefing information. However, the student can still be compromised by 'not knowing what they need to know'. The long-serving triad 'Firmness, Commodity and Delight' provides a broad-brush framework of considerations to explore and integrate into good design. If this were further atomised in subdivision formed from the disparate aspects of architectural design that need to be considered within the design process, then the student could sieve through the facts more methodically and reflectively in terms of considering their interrelationship conflict and alliances. The words facts and sieve hold the acronym of the aspects that form the Heuristic-Framework: Function, Aesthetics, Context, Tectonics, Spatial, Servicing, Infrastructure, Environmental, Value and Ecological issues. The Heuristic could be used as a Hermeneutic Model with each aspect of design being focused on and considered in abstraction and then considered in its relation to other aspect and the design proposal as a whole. Importantly, the heuristic could be used as a method for gathering information and enhancing the design brief. The more poetic, mysterious, intuitive, unconscious processes should still be able to occur for the student. The Heuristic-Framework should not be seen as comprehensive prescriptive formulaic or inhibiting to the wide exploration of possibilities and solutions within the architectural design process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=atomistic" title="atomistic">atomistic</a>, <a href="https://publications.waset.org/abstracts/search?q=hermeneutic" title=" hermeneutic"> hermeneutic</a>, <a href="https://publications.waset.org/abstracts/search?q=holistic" title=" holistic"> holistic</a>, <a href="https://publications.waset.org/abstracts/search?q=approach%20architectural%20design%20studio%20education" title=" approach architectural design studio education"> approach architectural design studio education</a> </p> <a href="https://publications.waset.org/abstracts/68677/an-investigation-into-the-use-of-an-atomistic-hermeneutic-holistic-approach-in-education-relating-to-the-architectural-design-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68677.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Measuring the Impact of Implementing an Effective Practice Skills Training Model in Youth Detention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phillipa%20Evans">Phillipa Evans</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Trotter"> Christopher Trotter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aims: This study aims to examine the effectiveness of a practice skills framework implemented in three youth detention centres in Juvenile Justice in New South Wales (NSW), Australia. The study is supported by a grant from and Australian Research Council and NSW Juvenile Justice. Recent years have seen a number of incidents in youth detention centres in Australia and other places. These have led to inquiries and reviews with some suggesting that detention centres often do not even meet basic human rights and do little in terms of providing opportunities for rehabilitation of residents. While there is an increasing body of research suggesting that community based supervision can be effective in reducing recidivism if appropriate skills are used by supervisors, there has been less work considering worker skills in youth detention settings. The research that has been done, however, suggest that teaching interpersonal skills to youth officers may be effective in enhancing the rehabilitation culture of centres. Positive outcomes have been seen in a UK detention centre for example, from teaching staff to do five-minute problem-solving interventions. The aim of this project is to examine the effectiveness of training and coaching youth detention staff in three NSW detention centres in interpersonal practice skills. Effectiveness is defined in terms of reductions in the frequency of critical incidents and improvements in the well-being of staff and young people. The research is important as the results may lead to the development of more humane and rehabilitative experiences for young people. Method: The study involves training staff in core effective practice skills and supporting staff in the use of those skills through supervision and de-briefing. The core effective practice skills include role clarification, pro-social modelling, brief problem solving, and relationship skills. The training also addresses some of the background to criminal behaviour including trauma. Data regarding critical incidents and well-being before and after the program implementation are being collected. This involves interviews with staff and young people, the completion of well-being scales, and examination of departmental records regarding critical incidents. In addition to the before and after comparison a matched control group which is not offered the intervention is also being used. The study includes more than 400 young people and 100 youth officers across 6 centres including the control sites. Data collection includes interviews with workers and young people, critical incident data such as assaults, use of lock ups and confinement and school attendance. Data collection also includes analysing video-tapes of centre activities for changes in the use of staff skills. Results: The project is currently underway with ongoing training and supervision. Early results will be available for the conference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=custody" title="custody">custody</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20skills" title=" practice skills"> practice skills</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20workers" title=" youth workers"> youth workers</a> </p> <a href="https://publications.waset.org/abstracts/101388/measuring-the-impact-of-implementing-an-effective-practice-skills-training-model-in-youth-detention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101388.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> I, Me and the Bot: Forming a Theory of Symbolic Interactivity with a Chatbot</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felix%20Liedel">Felix Liedel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rise of artificial intelligence has numerous and far-reaching consequences. In addition to the obvious consequences for entire professions, the increasing interaction with chatbots also has a wide range of social consequences and implications. We are already increasingly used to interacting with digital chatbots, be it in virtual consulting situations, creative development processes or even in building personal or intimate virtual relationships. A media-theoretical classification of these phenomena has so far been difficult, partly because the interactive element in the exchange with artificial intelligence has undeniable similarities to human-to-human communication but is not identical to it. The proposed study, therefore, aims to reformulate the concept of symbolic interaction in the tradition of George Herbert Mead as symbolic interactivity in communication with chatbots. In particular, Mead's socio-psychological considerations will be brought into dialog with the specific conditions of digital media, the special dispositive situation of chatbots and the characteristics of artificial intelligence. One example that illustrates this particular communication situation with chatbots is so-called consensus fiction: In face-to-face communication, we use symbols on the assumption that they will be interpreted in the same or a similar way by the other person. When briefing a chatbot, it quickly becomes clear that this is by no means the case: only the bot's response shows whether the initial request corresponds to the sender's actual intention. This makes it clear that chatbots do not just respond to requests. Rather, they function equally as projection surfaces for their communication partners but also as distillations of generalized social attitudes. The personalities of the chatbot avatars result, on the one hand, from the way we behave towards them and, on the other, from the content we have learned in advance. Similarly, we interpret the response behavior of the chatbots and make it the subject of our own actions with them. In conversation with the virtual chatbot, we enter into a dialog with ourselves but also with the content that the chatbot has previously learned. In our exchanges with chatbots, we, therefore, interpret socially influenced signs and behave towards them in an individual way according to the conditions that the medium deems acceptable. This leads to the emergence of situationally determined digital identities that are in exchange with the real self but are not identical to it: In conversation with digital chatbots, we bring our own impulses, which are brought into permanent negotiation with a generalized social attitude by the chatbot. This also leads to numerous media-ethical follow-up questions. The proposed approach is a continuation of my dissertation on moral decision-making in so-called interactive films. In this dissertation, I attempted to develop a concept of symbolic interactivity based on Mead. Current developments in artificial intelligence are now opening up new areas of application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=chatbot" title=" chatbot"> chatbot</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20theory" title=" media theory"> media theory</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolic%20interactivity" title=" symbolic interactivity"> symbolic interactivity</a> </p> <a href="https://publications.waset.org/abstracts/185135/i-me-and-the-bot-forming-a-theory-of-symbolic-interactivity-with-a-chatbot" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185135.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Digital Twins: Towards an Overarching Framework for the Built Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Astrid%20Bagireanu">Astrid Bagireanu</a>, <a href="https://publications.waset.org/abstracts/search?q=Julio%20Bros-Williamson"> Julio Bros-Williamson</a>, <a href="https://publications.waset.org/abstracts/search?q=Mila%20Duncheva"> Mila Duncheva</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Currie"> John Currie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital Twins (DTs) have entered the built environment from more established industries like aviation and manufacturing, although there has never been a common goal for utilising DTs at scale. Defined as the cyber-physical integration of data between an asset and its virtual counterpart, DT has been identified in literature from an operational standpoint – in addition to monitoring the performance of a built asset. However, this has never been translated into how DTs should be implemented into a project and what responsibilities each project stakeholder holds in the realisation of a DT. What is needed is an approach to translate these requirements into actionable DT dimensions. This paper presents a foundation for an overarching framework specific to the built environment. For the purposes of this research, the UK widely used the Royal Institute of British Architects (RIBA) Plan of Work from 2020 is used as a basis for itemising project stages. The RIBA Plan of Work consists of eight stages designed to inform on the definition, briefing, design, coordination, construction, handover, and use of a built asset. Similar project stages are utilised in other countries; therefore, the recommendations from the interviews presented in this paper are applicable internationally. Simultaneously, there is not a single mainstream software resource that leverages DT abilities. This ambiguity meets an unparalleled ambition from governments and industries worldwide to achieve a national grid of interconnected DTs. For the construction industry to access these benefits, it necessitates a defined starting point. This research aims to provide a comprehensive understanding of the potential applications and ramifications of DT in the context of the built environment. This paper is an integral part of a larger research aimed at developing a conceptual framework for the Architecture, Engineering, and Construction (AEC) sector following a conventional project timeline. Therefore, this paper plays a pivotal role in providing practical insights and a tangible foundation for developing a stage-by-stage approach to assimilate the potential of DT within the built environment. First, the research focuses on a review of relevant literature, albeit acknowledging the inherent constraint of limited sources available. Secondly, a qualitative study compiling the views of 14 DT experts is presented, concluding with an inductive analysis of the interview findings - ultimately highlighting the barriers and strengths of DT in the context of framework development. As parallel developments aim to progress net-zero-centred design and improve project efficiencies across the built environment, the limited resources available to support DTs should be leveraged to propel the industry to reach its digitalisation era, in which AEC stakeholders have a fundamental role in understanding this, from the earliest stages of a project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20twins" title="digital twins">digital twins</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=net-zero" title=" net-zero"> net-zero</a>, <a href="https://publications.waset.org/abstracts/search?q=built%20environment" title=" built environment"> built environment</a> </p> <a href="https://publications.waset.org/abstracts/162145/digital-twins-towards-an-overarching-framework-for-the-built-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Co-design Workshop Approach: Barriers and Facilitators of Using IV Iron in Anaemic Pregnant Women in Malawi - A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisabeth%20Mamani-Mategula">Elisabeth Mamani-Mategula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Anaemia has significant consequences on both the mother and child's health as it results in maternal haemorrhage, low childbirth weight, premature delivery, poor organ development, and infections at birth and hence the need for treatment. In low-middle income countries, anaemic pregnant women are recommended to take 30 mg to 60 mg of elemental iron daily throughout pregnancy which are often poorly tolerated and adhered to. A potential alternative to oral iron is intravenous (IV) iron which allows the saturation of the body’s iron stores quickly. Currently, a randomised controlled trial on the Effect of intravenous iron on Anaemia in Malawian Pregnant women (REVAMP) is underway. Since this is new in Africa and Malawi is the second country to implement it, its acceptability to both the providers and end-users is not known. Suppose the use of IV iron during pregnancy would be acceptable in Malawi, it could change how we treat and manage pregnant women with anaemia and be scaled up throughout Malawi to improve maternal and child health. Objectives: To identify the barriers and facilitators of implementing IV iron in the Malawian healthcare system and identify ‘touchpoints’ and co-develop strategies to support and inform the implementation of the trial Methodology: A qualitative study was conducted with policymakers, government partners, and health managers through in-depth interviews to identify barriers and facilitators relating to the implementation of IV iron in the health system of Malawi. From the interviews, touchpoints were identified that formed the basis of the discussion in further discussing the barriers and suggested solutions in the co-design workshops with the community members and the health workers, respectively. We purposively recruited 20 health workers (10 male, 10 Female). 20 community members (10 male, 10 female) were recruited randomly. Data was collected through group discussions and interactive sessions and was recorded through audios, flip charts, and sticky notes. We familiarized ourselves with the data and identified themes. Results: Two co-design workshops were conducted with different community members and different health worker carders. Identified individual factors included lack of knowledge about anaemia, lack of male involvement, the attitude of health workers and patient non-compliance with appointments. Community factors included myths and misconceptions about IV iron, including associating the use of IV iron with vampirism and covid 19 vaccination. Health system factors identified were a shortage of staff and equipment, unfamiliarity with IV iron and its cost. Discussion: The use of IV iron, as suggested by the community members and health workers, demands civic education through bringing awareness to end-users and training to providers. Through these co-design workshops, community sensitization and awareness, briefing and training of health workers and creation of educational materials were done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptability" title="acceptability">acceptability</a>, <a href="https://publications.waset.org/abstracts/search?q=IV%20iron" title=" IV iron"> IV iron</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=co-design" title=" co-design"> co-design</a> </p> <a href="https://publications.waset.org/abstracts/153788/co-design-workshop-approach-barriers-and-facilitators-of-using-iv-iron-in-anaemic-pregnant-women-in-malawi-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Use of WhatsApp Messenger for Optimal Healthcare Operational Communication during the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Josiah%20O.%20Carter">Josiah O. Carter</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Hayden"> Charlotte Hayden</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Arthurs"> Elizabeth Arthurs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: During the COVID-19 pandemic, hospital management policies have changed frequently and rapidly. This has created novel challenges in keeping the workforce abreast of these changes to enable them to deliver safe and effective care. Traditional communication methods, e.g. email, do not keep pace with the rapidly changing environment in the hospital, resulting in inaccurate, irrelevant, or outdated information being communicated, resulting in inefficiencies in patient care. Methods: The creation of a WhatsApp messaging group within the medical division at the Bristol Royal Infirmary has enabled senior clinicians and the hospital management team to update the medical workforce in real-time. It has two primary functions: (1) To enable dissemination of a concise, important operational summary. This comprises information on bed status and infection control procedural changes. It is fed directly from a daily critical incident briefing (2) To facilitate a monthly scheduled question and answer (Q&A) session for junior doctors to clarify issues with clinical directors, rota, and management staff. Additional ad-hoc updates are sent out for time-critical information; otherwise, it mainly functions as a broadcast-only group to prevent important information from being lost amongst other communication. All junior doctors within the medical division were invited to join the group. At present, the group comprises 131 participants, of which 10 are administrative staff (rota coordinators, management staff & clinical directors); the remaining 121 are junior clinicians working within the medical division. An electronic survey via Microsoft forms was sent out to junior doctors via the WhatsApp group and via email to assess its utilisation and effectiveness with the aim of quality improvements. Results: Of the 121 group participants, 19 completed the questionnaire (response rate 15.7%). Of these, 16/19 (84.2%) used it regularly, and 12/19 (63.2%) rated it as the most useful source for reliable updates relating to the hospital response to the COVID-19 pandemic, whereas only 2/19 (10.5%) found the trust intranet and the trust COVID-19 operational email update most useful. Respondents rated the WhatsApp group more useful as an information source (mean score 7.7/10) than as a means of providing feedback to management staff (mean score 6.3/10). Qualitative feedback suggested information around ward closures and changes to COVID cohorting, along with updates on staffing issues, were most useful. Respondents also noted the Q&A sessions were an efficient way of relaying feedback about management decisions but that it would be preferable if these sessions could be delivered more frequently. Discussion: During the current global COVID-19 pandemic, there is an increased need for rapid dissemination of critical information within NHS trusts; this includes communication between junior doctors, managers, and senior clinicians. The versatility of WhatsApp permits a variety of functions allowing for regular updates, the dissemination of time-critical information, and enables conversing and feedback. The project has demonstrated that reserved and well-managed use of a WhatsApp group is a welcome, efficient and practical means of communication between the senior management team and the junior medical workforce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=hospital%20management" title=" hospital management"> hospital management</a>, <a href="https://publications.waset.org/abstracts/search?q=WhatsApp" title=" WhatsApp"> WhatsApp</a> </p> <a href="https://publications.waset.org/abstracts/133675/use-of-whatsapp-messenger-for-optimal-healthcare-operational-communication-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Challenges, Practices, and Opportunities of Knowledge Management in Industrial Research Institutes: Lessons Learned from Flanders Make</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhenmin%20Tao">Zhenmin Tao</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasper%20De%20Smet"> Jasper De Smet</a>, <a href="https://publications.waset.org/abstracts/search?q=Koen%20Laurijssen"> Koen Laurijssen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeroen%20Stuyts"> Jeroen Stuyts</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonja%20Sioncke"> Sonja Sioncke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, the quality of knowledge management (KM)become one of the underpinning factors in the success of an organization, as it determines the effectiveness of capitalizing the organization’s knowledge. Overall, KMin an organization consists of five aspects: (knowledge) creation, validation, presentation, distribution, and application. Among others, KM in research institutes is considered as the cornerstone as their activities cover all five aspects. Furthermore, KM in a research institute facilitates the steering committee to envision the future roadmap, identify knowledge gaps, and make decisions on future research directions. Likewise, KMis even more challenging in industrial research institutes. From a technical perspective, technology advancement in the past decades calls for combinations of breadth and depth in expertise that poses challenges in talent acquisition and, therefore, knowledge creation. From a regulatory perspective, the strict intellectual property protection from industry collaborators and/or the contractual agreements made by possible funding authoritiesform extra barriers to knowledge validation, presentation, and distribution. From a management perspective, seamless KM activities are only guaranteed by inter-disciplinary talents that combine technical background knowledge, management skills, and leadership, let alone international vision. From a financial perspective, the long feedback period of new knowledge, together with the massive upfront investment costs and low reusability of the fixed assets, lead to low RORC (return on research capital) that jeopardize KM practice. In this study, we aim to address the challenges, practices, and opportunitiesof KM in Flanders Make – a leading European research institute specialized in the manufacturing industry. In particular, the analyses encompass an internal KM project which involves functionalities ranging from management to technical domain experts. This wide range of functionalities provides comprehensive empirical evidence on the challenges and practices w.r.t.the abovementioned KMaspects. Then, we ground our analysis onto the critical dimensions ofKM–individuals, socio‐organizational processes, and technology. The analyses have three steps: First, we lay the foundation and define the environment of this study by briefing the KM roles played by different functionalities in Flanders Make. Second, we zoom in to the CoreLab MotionS where the KM project is located. In this step, given the technical domains covered by MotionS products, the challenges in KM will be addressed w.r.t. the five KM aspects and three critical dimensions. Third, by detailing the objectives, practices, results, and limitations of the MotionSKMproject, we justify the practices and opportunities derived in the execution ofKMw.r.t. the challenges addressed in the second step. The results of this study are twofold: First, a KM framework that consolidates past knowledge is developed. A library based on this framework can, therefore1) overlook past research output, 2) accelerate ongoing research activities, and 3) envision future research projects. Second, the challenges inKM on both individual (actions) level and socio-organizational level (e.g., interactions between individuals)are identified. By doing so, suggestions and guidelines will be provided in KM in the context of industrial research institute. To this end, the results in this study are reflected towards the findings in existing literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technical%20knowledge%20management%20framework" title="technical knowledge management framework">technical knowledge management framework</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20research%20institutes" title=" industrial research institutes"> industrial research institutes</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20knowledge%20management" title=" individual knowledge management"> individual knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-organizational%20knowledge%20management." title=" socio-organizational knowledge management."> socio-organizational knowledge management.</a> </p> <a href="https://publications.waset.org/abstracts/155669/challenges-practices-and-opportunities-of-knowledge-management-in-industrial-research-institutes-lessons-learned-from-flanders-make" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155669.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> In-situ Mental Health Simulation with Airline Pilot Observation of Human Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mumtaz%20Mooncey">Mumtaz Mooncey</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Jolly"> Alexander Jolly</a>, <a href="https://publications.waset.org/abstracts/search?q=Megan%20Fisher"> Megan Fisher</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerry%20Robinson"> Kerry Robinson</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Lloyd"> Robert Lloyd</a>, <a href="https://publications.waset.org/abstracts/search?q=Dave%20Fielding"> Dave Fielding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The integration of the WingFactors in-situ simulation programme has transformed the education landscape at the Whittington Health NHS Trust. To date, there have been a total of 90 simulations - 19 aimed at Paediatric trainees, including 2 Child and Adolescent Mental Health (CAMHS) scenarios. The opportunity for joint debriefs provided by clinical faculty and airline pilots, has created a new exciting avenue to explore human factors within psychiatry. Through the use of real clinical environments and primed actors; the benefits of high fidelity simulation, interdisciplinary and interprofessional learning has been highlighted. The use of in-situ simulation within Psychiatry is a newly emerging concept and its success here has been recognised by unanimously positive feedback from participants and acknowledgement through nomination for the Health Service Journal (HSJ) Award (Best Education Programme 2021). Methodology: The first CAMHS simulation featured a collapsed patient in the toilet with a ligature tied around her neck, accompanied by a distressed parent. This required participants to consider:; emergency physical management of the case, alongside helping to contain the mother and maintaining situational awareness when transferring the patient to an appropriate clinical area. The second simulation was based on a 17- year- old girl attempting to leave the ward after presenting with an overdose, posing potential risk to herself. The safe learning environment enabled participants to explore techniques to engage the young person and understand their concerns, and consider the involvement of other members of the multidisciplinary team. The scenarios were followed by an immediate ‘hot’ debrief, combining technical feedback with Human Factors feedback from uniformed airline pilots and clinicians. The importance of psychological safety was paramount, encouraging open and honest contributions from all participants. Key learning points were summarized into written documents and circulated. Findings: The in-situ simulations demonstrated the need for practical changes both in the Emergency Department and on the Paediatric ward. The presence of airline pilots provided a novel way to debrief on Human Factors. The following key themes were identified: -Team-briefing (‘Golden 5 minutes’) - Taking a few moments to establish experience, initial roles and strategies amongst the team can reduce the need for conversations in front of a distressed patient or anxious relative. -Use of checklists / guidelines - Principles associated with checklist usage (control of pace, rigor, team situational awareness), instead of reliance on accurate memory recall when under pressure. -Read-back - Immediate repetition of safety critical instructions (e.g. drug / dosage) to mitigate the risks associated with miscommunication. -Distraction management - Balancing the risk of losing a team member to manage a distressed relative, versus it impacting on the care of the young person. -Task allocation - The value of the implementation of ‘The 5A’s’ (Availability, Address, Allocate, Ask, Advise), for effective task allocation. Conclusion: 100% of participants have requested more simulation training. Involvement of airline pilots has led to a shift in hospital culture, bringing to the forefront the value of Human Factors focused training and multidisciplinary simulation. This has been of significant value in not only physical health, but also mental health simulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20factors" title="human factors">human factors</a>, <a href="https://publications.waset.org/abstracts/search?q=in-situ%20simulation" title=" in-situ simulation"> in-situ simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-professional" title=" inter-professional"> inter-professional</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary" title=" multidisciplinary"> multidisciplinary</a> </p> <a href="https://publications.waset.org/abstracts/135712/in-situ-mental-health-simulation-with-airline-pilot-observation-of-human-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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