Implementation and testing of a Neighborhood Office Center (NOC) and integration of the NOC with an administrative correspondence management information system

The application of telecommunications and telecomputing was investigated as a means of reducing NASA's consumption of natural resources and the proliferation of paper copies of correspondence. The feasibility, operational advantages, and limitations of decentralized (remote) neighborhood offices (NOC) linked through an electronic network are demonstrated. These offices are joined to a management information system for correspondence tracking, and to an administrative office center service based on the use of magnetic medium word processing typewriters which handle the daily typing load. In connection with an augmented teleconference network, a uniform means is provided for creating, storing, and retrieving administrative documents, records, and data, while simultaneously permitting users of the system to track their status. Information will be transferred without using paper - merely through digital electronic communication and display, as a step toward the establishment of an agency-wide electronic mail system

Remote Medical Education in Indonesia: Analysis of 10 Years of Activities

Introduction: With ongoing development of technology, and especially amid the current COVID-19 pandemic, there is rapidly increasing need for remote communications, including in the field of medical education. This study aimed to evaluate our telemedicine activities between Japan and Indonesia. Methods: We retrospectively analysed the data acquired for the period 2010–2019 inclusive, looking at number of programmes, content, participating sites, and videoconferencing systems. We also digitally sent questionnaires to attendees to request their evaluation of image quality and programmes. Results: There were a total 135 programmes, with 29 participating institutions in Indonesia. The number of programmes increased rapidly in 2017, following a rapid increase of participating sites in 2016. Programmes included endoscopy (50 programmes, 37%), neurology (25, 19%), and dentistry (12, 9%). Between 5 and 10 sites connected with 81 programmes (60% of all), and more than 10 sites with 33 (24%). The most commonly used videoconferencing system was Vidyo (108, 80%), followed by Zoom (15, 11%). Participating institutions were located among 19 cities on the five major islands. Image quality received a favourable evaluation from 98% (504/516) of questionnaire respondents, with 100% (400/400) holding a favourable view of the programmes. Conclusion: Remote medical education expanded in Indonesia in the 10 years under review. This expansion is expected to continue to foster more specialists and it is anticipated to improve medical care nationwide

Innovations in Information Systems Education-VIHKNet: Instilling Realism Into the Study of Emerging Trends

In this paper we describe explicit materials that were generated in an ongoing effort to help undergraduate and Masters-level students learn about off-shore outsourcing and radical technical changes in Information Technology development, and the environment in which these materials were developed and continue to be distributed. The environment provides a realistic, effective way for students to learn about emerging trends. Over the last seven years, we tried to bring realism into Information Systems education through a joint project between universities in Hong Kong, Orlando, Tilburg, Eindhoven, Grenoble, and more recently, Beijing. The HKNET project offers an integrated learning activity across multiple international institutions and brings Information Systems reality into educational contexts. It allows students to focus on organizational trends

The whole of university experience: retention, attrition, learning and personal support interventions during undergraduate business studies

The Whole of University Experience (WoUE) project examined factors underpinning attrition in the first, second and third year of a business degree at six Australian universities – Griffith University, Monash University, Murdoch University, University of South Australia, University of Southern Queensland, and University of the Sunshine Coast. A questionnaire completed in 2008, 2009, and 2010 by a total of 7,486 students enabled gathering of data relating to demographics; students’ experience of university; their use and perceptions of the usefulness of student support interventions; open-ended comments about the best and worst aspects of the university experience; and aspects in need of improvement. In each year a small number of students were also interviewed for the purpose of fleshing out the survey data and exploring the interactions between various factors associated with attrition. Overall, the data strongly indicates that factors related to attrition are generally university-specific and reflect both student characteristics and their responses to the specific institutional culture and environment. The only attrition triggers which span most universities and most years of study are ‘lack of a clear reason for being at university’ and ‘the feeling of having insufficient ability to succeed at university’. Correlation analysis relating 70 statements probing students’ experience of university to the strength of their intention to leave before completing a degree revealed notable differentiation in attrition triggers on the basis of year of study. Follow-up analysis in one university indicated further differentiation in the triggers for attrition, semester by semester. It seems that many different factors underpin attrition decisions in any one institution and for any one individual, for whom attrition appears to be the result of the aggregation of diverse factors generally followed by ‘the straw that broke the camel’s back’. When responses are grouped by demographic variables some difference in the factors associated with domestic and international student attrition is apparent, but no difference in the factors associated with their sense of satisfaction or belonging is obvious. In the responses of international and domestic students to issues of teaching quality, differences primarily related to expectations regarding teaching staff approachability, availability and helpfulness. For students enrolled part-time or full-time different factors underpin attrition, and attrition triggers also differ on the basis of time spent on campus and average grades. Preliminary analysis suggests that having to take a loan or engage in full-time work to fund studies is a greater attrition risk factor in most universities than is the receipt of Centrelink benefits (which may be seen as a proxy indicator for low socio-economic status). Analysis of responses to questions about the use and usefulness of student support interventions indicates that, in general, when students use personal support interventions these are mostly seen as very useful. However, data also indicate that many, and often the majority of, students have either not used or are not aware of the support services available. Practically, the project has delivered, and will continue to deliver, significant value to the higher education sector. On the basis of evidence from the project, partner universities have begun addressing high-value student retention issues and it is expected that this evidence will continue to influence institutional decision-making for several years beyond the life of the project. Dissemination activities external to partner universities, including publication of five journal articles and numerous workshops or presentations, have assisted staff in other universities to reflect upon issues critical to student retention in both first year and beyond. Further publication outcomes are expected. Critically, as indicated in the independent project evaluation, “the project has directed much needed attention to factors associated with attrition in later years of the student experience (second and third years) … facilitated discussion around frameworks for evidence-based institutional responses that constitute effective interventions … [and] reinforced the need for institutions to collect their own data on the student experience to inform individual institutional responses and interventions”

A legacy handbook for science, technology, engineering and maths (STEM)

Legacy Handbook reviewing emda's experience of STEM activity. Identifies key achievements and draws out lessons learned that may be relevant to successor bodies active in this area

Continued implementation and testing of a Neighborhood Office Center (NOC) and integration of the NOC with an administrative correspondence management information system

The concept of decentralized (remote) neighborhood offices, linked together through a self-sustaining communications network for exchanging voice messages, video images, and digital data was quantitatively evaluated. Hardware and procedures for the integrated multifunctional system were developed. The configuration of the neighborhood office center (NOC) is explained, its production statistics given, and an experiment for NOC network integration via satellite is described. The hardware selected for the integration NOC/management information system is discussed, and the NASA teleconferencing network is evaluated

2017 Annual Report of the Iowa Board of Medicine, April 27, 2017

The 21st General Assembly created the State Board of Medical Examiners in 1886 to license physicians and regulate the practice of medicine. Initially, the Board issued licenses to several classes of physicians, including medical (M.D.), homeopaths, and eclectics.The Board regulates the practice of medicine and surgery and acupuncture under the authority of Iowa Code chapters 17A, 147, 147B, 148, 148E, 272C and Section 653 in the Iowa Administrative Code. The Board is charged with enforcing these laws and rules to protect the public from licensees who do not practice medicine and acupuncture within prevailing and acceptable standards of care

Moving from parent consultant to parent collaborator : one pediatric research team\u27s experience.

We share our experiences as academic physical therapists and parents of young people with cerebral palsy working together as a research team, describe and critically review how our working relationship has evolved and propose further enhancements to realize our shared vision. This manuscript is informed by a call for “family-centered research,” transcripts of face-to-face meetings held over a period of 11/2 days, the INVOLVE document and our experiences over almost a decade, as well as other related literature. Authentic collaborative research partnerships between academic researchers and parents embodying trust, mutual respect and shared social responsibility take time and effort to develop and sustain. Rehabilitation research is more meaningful and may be more impactful when strong collaborative partnerships between researchers and health service users are in place