579,054 research outputs found

    Colgate-Palmolive Customer Development Year-Long Internship Project

    Get PDF
    From June 2021 to May 2022, I had the privilege of being the Customer Development Intern in the home care department at Colgate-Palmolive. In this thesis I will unpack the experience of working with Colgate Palmolive, specifically as it pertains to my largest project for the company. The genesis of the project was informed by observations of the company over the course of the internship. The company had a noticeable gap in the data collection tools it was utilizing. I, along with the manager and analyst of the home care team, identified a solution by using Walnut in Google Data Studios to curate and sift through all the data stored across platforms into one. Doing this would increase productivity in communication and cut out the extra steps in the data storage process. This was a far-reaching project with even broader advantages once completed. During the process of setting up a Walnut in Google Data Studios, I had to become familiar with software like Atlas, Retail Link, and Nielsen IQ, and learned that businesses need a central location for their data storage and analysis to increase efficiency and ensure that data is up-to-date and filed properly. The advantages of relocating the company’s data to a central and all-encompassing software like Walnut in Google Data Studios include increasing efficiency in communication team-wide, centralizing data for easy analysis, and eliminating unnecessary resources that waste company time, money, and energy. Far-reaching software, like Walnut in Google Data Studios, is essential for any company and worth the necessary time it takes to set up as a tool. It was imperative I take on this project to better support the home care team and show initiative as a young professional, and I succeeded in transforming the way the team operates and communicates daily

    Project based learning on industrial informatics: applying IoT to urban garden

    Get PDF
    Copyright (c) 2018 IEEEThe fast evolution of technologies forces teachers to trade content off for self-learning. PBL is one of the best ways to promote self-learning and simultaneously boost motivation. In this paper, we present our experience introducing project-based learning in the last year subject. New Internet of Things (IoT) topic allows us to carry out complete projects, integrating different technologies and tools. Moreover, the selection of open-source and standard free technologies makes easy and cheap the access to hardware and software platforms used. We carefully have picked communication, data management, and programming tools that we think would be attractive to our students. They can start making fast prototyping with little initial skills and, at the same time, these are serious and popular tools widely used in the industry. In this paper, we report on the design of a project-based learning for our course and the impact this has on the student satisfaction and motivation. Surveys taught us that tuning the courses towards developing real projects on the field, has a large impact on acceptance, learning objectives achievements and motivation towards the course content.”I Plan Propio Integral de Docencia de la Universidad de Málaga” y Proyecto de Innovación Educativa PIE17/085, de la Universidad de Málaga. Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

    EDUCATIONAL PROCESSOR

    Get PDF
    This report discusses about the overview of the chosen project, which is an Educational Processor (EduCPU). The objective of this project is to develop a simple processor using TTL logic gates and also to develop simulation software for educational purpose. The software is responsible for sending instruction codes to the simple processor through serial communication in order to execute the instruction. The software written is also capable of simulating the behaviour of the simple processor. This educational processor would be used as a learning tool in Computer System Architecture course in in Universiti Teknologi PETRONAS (UTP) to assist students in understanding about computer system architecture. In order to complete this project, the scope of study basically will cover the computer system architecture and details about Central Processing Unit (CPU). The instruction format and CPU data path design both are based on MIPS architecture processor. The methodologies that are involved in this project are design and validation phase, constructing the hardware, and programming the user interface to interact with the educational processor

    Data and Experience Design: Negotiating Community-Oriented Digital Research with Service-Learning

    Get PDF
    In this research with reflection paper, we discuss our experiences from a graduate level service learning course in which we assisted the local food bank on exploring the efficiency of their client tracking software, Link2Feed. In the semester-long project, we developed a close relationship with the staff of the community partner and worked to explore functionality and usability (Johnson, Salvo, & Zoetewey, 2007; Johnson, 2010) of Link2Feed. Throughout the semester, we applied various academic skills like taking interviews, rhetorical analysis of the software, and analyzing the community partner needs and how the software meets those needs. At the end of the semester, we were able to provide a detailed report on the features of the Link2Feed and its embedded functions. We also found ways to address the current needs of the partner organization for big data collection, reporting, and visualization. With the framework of experience architecture (Potts & Salvo, 2017) and workplace-based writing and communication and composition with community, we discuss the challenges of negotiating the needs of the community partner, their infrastructural limitations (DeVoss, Cushman, & Grabill, 2005), and the use of academic research to enhance the community partner’s efficiency to generate big data and knowledge via digital technologies. In this paper, we also reflect on the overall process of conducting a semester-long service learning/ community engagement project and the challenges and benefits of negotiating community partner’s priorities, the challenges in investigating an unfamiliar software platform, and the importance of regular communication with the professor

    Simulating an engineering workplace: a new approach to prototype-based team project

    Get PDF
    This paper documents the remote management of a first-year foundations of engineering course with special focus on students’ learning by completing a prototypebased project in an online course. The COVID-19 pandemic brought on unprecedented challenges to the teaching and learning communities around the world. Educators made purposeful changes in their teaching approaches, shifting rapidly from in-person to online mode of instruction. This study documents a project-based course that adopted an asynchronous mode of instruction as a part of the general engineering curriculum at a large Southeast university in the United States during the pandemic. This asynchronous course – through implementing necessary changes and adaptations – simulated the experience of a cross-border engineering workplace. The course content focuses on engineering design and problem-solving, physical prototyping, simulated data collection and analysis, contemporary software tools, and professional practices and expectations (e.g., communication, teamwork, and ethics). Learning activities are designed to introduce students to the types of work that engineers do daily and to challenge students’ knowledge and abilities as they explore the different elements of engineering by completing an aesthetic wind turbine project. Our paper reports on the development of the course site as informed by recent national developments in scholarship and practice for online teaching and learning. The principles of course design alignment as well as instructor presence and learner interaction as suggested by these national standards are discussed. Further, the study records strategies adapted to enable students to complete a successful prototypebased project working in geographically distributed and virtual, international teams

    Software Implementation of a PC-Based Home Surveillance System

    Get PDF
    This report is written upon the completion of the two semesters of Final Year Project course in Electrical & Electronic Engineering programme. This project is entitled as "Software Implementation of a PC-Based Home Surveillance System". The main objective of this project is to design and build software system, emphasizing on GUI for the PC-based home surveillance system. The developed software is called the "Home Guard System". The "Home Guard System" is designed to scan and display a number of input signals using sensory interface and represents them on the computer interface. The input and output modules are interfaced with the computer via a serial port. Microcontroller is also implemented to translate and manipulate the data received from the serial port into meaningful functions for prototype demonstration. The scope of study for this report mainly involves the software development process; the tools, services and packages available in Java that can be used for this project; and implementation of microcontrollers, specifically the PIC 16F84 to be used in the prototype development and construction. This project development is divided into three main modules, which are window module, hardware module and prototype module. In the window module, the GUI of this application is designed. The hardware module involves the communication establishment with the computer's serial port, while the prototype module consists of a circuit that implement PIC 16F84 as its processor. This project has been successfully completed. Several recommendations are proposed to improve the current system, and come up with a better presentable, secure and reliable system with additional functions

    Cross-cultural probing: an examination of university student ICT ownership and use of e-learning materials in Thai and Australian Contexts

    Get PDF
    This paper reports on the second phase of an ongoing project being carried out at Edith Cowan University (ECU) in Western Australia examining ECU Education students’ ownership and use of information and communication technologies (ICT). It is critical that modern universities understand their students’ ICT capabilities in terms of hardware ownership, software facility, and preferences in order that online course and content delivery may be tailored to deliver effective, usable and engaging learning resources (Smith & Caruso, 2010). In addition, with universities placing greater focus upon attracting students from beyond the borders of any one country though e‐learning, it is equally important that we understand these basic capabilities more globally. In this second phase data was collected at a Thai university as well as in Australia. The objective being to both inform the individual institutions, and to provide comparative data. In particular the study gathered information concerning students’ self‐perceived software skills and frequency of use, hardware ownership and frequency of use, access to and location of Internet use, preference for various types of online learning materials, and access and use of university email and university online learning environments. An online survey consisting of both Thai and English language versions was used that fed respondent data into a common database for analysis

    Information systems development course: integrating business, IT and IS competencies

    Get PDF
    Information systems development (ISD) is a capstone course in the Information Systems and Technology undergraduate program at School of Engineering, University of Minho, Portugal. ISD is viewed as an organizational change project that aims at improving an organization through the adoption of IT applications. The course is designed following a project led approach. The project involves describing an organization as a system, describing its information handling activities and proposing a set of IT applications that could be adopted and used. Students are guided by a ISD methodology that demands the application of previous developed competencies in areas such as: organization theory, accounting, marketing, information systems fundamentals, data bases, software engineering, computer networks and several other IT courses. Together with the ISD course, students are also taking courses on organizational behavior and data-warehousing. Students are organized into large teams of 10 to 12 members. Several roles are distributed among team members: e.g., team leader, analyst, document officer, technology officer, methodologist, development tools specialist, IT specialist. Students are suggested a fictional organization in a specific business area. Ideally students should deal with a real organization. As the course is having around 100 students enrolled this is not possible. However it is common that each project team finds an organization in the proposed business area where they go and have actual contact with an organization. The main outputs of the project include: project plan; organization description including - purpose, environment, main activities, business ontology, main performance indicators; general information systems description using UML; requirements for an IT application; IT architecture. One of the most important steps of the project is to decide on what IT to suggest to the organization. The decision should take into consideration the capability of current IT, the specifics of the business area and its current practices. Besides the reports, each team makes two public presentations. The first one is to present the organization description making sure business is clearly understood. The final one is to present the solution in terms of information systems and IT architecture. These presentations are attended by industry guests that focus their attention on the students' communication skills from the perspective of a manager. The evaluation of students' performance is based on: reports corresponding to the outputs mentioned above; public presentations; weekly assessments of the teams' progress. The final mark attributed to each team (a numerical value from 0 to 20, where above 10 is a pass) can be re-distributed among team members, by themselves, in order to account for different levels of commitment or effort within the team. Several other rules are set in order to promote professional behavior.(undefined

    A DIFFERENT APPROACH TO THE SCIENTIFIC RESEARCH METHODS COURSE: EFFECTS OF A SMALL-SCALE RESEARCH PROJECT ON PRE-SERVICE TEACHERS

    Get PDF
    Selecting and applying appropriate research techniques, analysing data using information and communication technologies, transferring the obtained results of the analysis into tables and interpreting them are the performance indicators evaluated by the Ministry of National Education under teacher competencies. At the beginning of the courses that can meet pre-service teachers’ needs of these knowledge and skills, there is undoubtedly the course of scientific research methods. The scientific research methods course (SRMC) has an important mission in the upbringing of tomorrow's researcher pre-service teachers. However, this mission is not possible by considering only theoretical knowledge. At this point, practical-based the research project gains importance. The purpose of this study was to reveal the thoughts of pre-service teachers about a small-scale research project (SSRP) in the scope of a SRMC. The study was carried out with 61 pre-service teachers from the faculty of education of a state university in the north of Turkey. 32 of them were from the department of primary mathematics education and 29 studied in the department of Turkish language education. A five-point Likert-type questionnaire was administered and the participants’ responses were evaluated by means of a software for quantitative analysis. The results of the study revealed that doing a SSRP had many positive effects on the pre-service teachers. Indeed, the SSRP provided them the opportunity to transform the theoretical content of course into practice, to understand the nature of scientific research and respect for them, and to gain the courage to do scientific research and to pursue graduate education.  Article visualizations
    corecore