Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222

Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams

Key Curriculum for Developing World-Class Patient Centered Care Teams

According to the National Coalition on Health Care (2007), the health care industry is in a state of crisis. It is not as safe as it could be, it is not affordable for many people, and it is full of waste. There seems to be a consensus that reform is needed. One option for transforming health care is to focus on and develop the small units of people who actually do the work (Quinn, 1992 and Nelson et al, 2007). This Leadership Application Project addresses the question: what are the key curriculum elements needed to transform, develop, and sustain a group of people into a world-class patient centered team? To address this question, data were gathered from brainstorming sessions and direct observation of world-class teams in their natural setting. Data display and reduction were achieved by using four management tools. Following data reduction, all key elements were arranged into six team developmental modules

Human factors aspects of control room design: Guidelines and annotated bibliography

A human factors analysis of the workstation design for the Earth Radiation Budget Satellite mission operation room is discussed. The relevance of anthropometry, design rules, environmental design goals, and the social-psychological environment are discussed

Advancing a Culture of Safety Through the Creation of a Unit-Based Safety Team

Hospitals are challenged to create a strong culture of safety within their organization to eliminate harm to patients. This paper describes a project to advance a culture of safety on a cardiovascular acute care unit at an urban hospital through the creation of a unit-based safety team. Based on the premise that patient safety is a local phenomenon, the rationale for the project is to aim interventions at the unit level where they will have the greatest impact. Four key steps in creating an effective unit-based safety team are highlighted: team member selection, team development, enacting interventions, and evaluating interventions for effectiveness. Transformational leadership plays a key role in inspiring and promoting a vision for patient safety, as well as being instrumental in the development of the safety team. Madeline Leininger\u27s theory of culture care diversity and universality provides support for the project by identifying the cultural values and norms of the hospital unit and guiding the development of a unit\u27s culture of safety

Understanding and Identifying Specific Learning Difficulties: Dyslexia, Autism Spectrum, and Attention Deficit/Hyperactivity in the Adult ESL/EFL Classroom

Specific learning difficulties (SLDs), including dyslexia, autism spectrum disorders, and attention deficit/hyperactivity disorders, are significant factors that influence the way and rate at which students learn English as an additional language. However, few Teaching English to Speakers of Other Languages (TESOL) training programs address the cognitive and behavioral strengths and challenges these conditions carry for adult learners, in part due to concerns about bias in the over- and under- identification of learning disabilities among K-12 English language learners. Informed by Critical Disability Theory, and framed within a realistic discussion of the obstacles that remain in identifying and researching the parallel adult population and their learning needs, this thesis argues that all students in an English as a Second/Additional Language and English as a Foreign Language (ESL/EFL) classrooms benefit when SLDs are more readily recognized and teachers have a repertoire of research-backed, inclusive teaching strategies to draw on. The field project responds to this need for training with a teacher guidebook that explains U.S. legal requirements concerning students with disabilities, the effects of SLDs on second language acquisition, and the uses and limitations of current screening tools for SLDs in adult ESL/EFL populations. The guidebook also provides an annotated bibliography of effective adaptive and inclusive teaching strategies. Informed teachers will be better able to understand student needs, set realistic program and individual goals, participate in holistic identification processes, adopt effective teaching strategies, and serve as advocates for this understudied group of learners

The sensible teacher and the sensational students: experiential professional development to promote inclusion for students with autism spectrum disorder

Inclusion of students with autism in mainstream schools presents both challenges and opportunities for stakeholders, including teachers, students, parents, and administrators (Humphrey & Lewis, 2008). Addressing these challenges requires time and resources to implement inclusion programs that meet the needs of both teachers and students. Occupational therapy practitioners use their knowledge and expertise to work collaboratively with members of the educational team to provide students with autism spectrum disorder (ASD) equal access to the curriculum and school environment. It is necessary to ensure that these students are offered the same activities as their typically developing peers, while being provided support and services to accommodate their individual differences. This proposed doctoral project, “The Sensible Teacher and the Sensational Students: Experiential Professional Development to Promote Inclusion for Students with ASD,” will provide guidelines on best-practice interventions that are most realistic and effective within the classroom for students with the ASD diagnosis. This experiential professional development program will take place over 12 weeks. The first part of this series will be a 6-hour workshop offered 4 weeks after the first day of school, followed by eight weekly 1-hour in-class sessions with an occupational therapist. A 3- week gap before the conclusion of the experiential professional development will enable teachers to implement what they learned. Teachers then participate in a final 6-hour workshop to culminate their experiences. The goal of this professional development program is to improve the evidence-based practices of teachers who work with students with ASD. Specific objectives are to increase teachers’ self-efficacy, decrease their stress and frustration levels, and improve resources and access to supports in the hopes that this collaborative process will bring lasting change that allows teachers to improve their evidence-based teaching practices and feel valued and effective as educators and colleagues

Investigating Professional Development in Technology for Literacy Teachers

Citrus Heights (a pseudonym) School District is an award-winning exemplar of technology integration. This small urban district has focused its resources on the re-design of its K-8 classrooms and curriculum to support educational reform through the use of technology, including hardware, software, and teacher professional development. Current best practices suggest that while staff development may begin with conventional in-service training, it should move quickly beyond to efforts that support teachers’ development as professionals involved in decision-making, inquiry, and leadership in their classroom teaching. In order to develop as professionals, teachers specifically need help and support in integrating new knowledge and skills into their classroom practice. The case data offer valuable support for theorizing about teachers’ professional development in technology that characterizes the professional literature. Another important aspect for this study is that teachers’ professional development in technology may well serve to further larger goals of school reform. This is addressed in a discussion of what was observed to be the infrastructure that was created to support teachers’ continuing development in technology within the district studied. Attention must be paid to this infrastructure both to understand and to affect the kind of change necessary for school reform. This case study investigates the efficacy of the technology educational reform movement in this district. Using both qualitative and quantitative methods, the researcher collected data focusing on the factors in professional development that support or impede 3rd - 6th grade classroom teachers’ meaningful integration of technology and literacy. Five broad themes emerged from the data - multi-layered, adaptive, progressive, responsive, and collaborative. This study offers a preliminary analysis of professional development structures and may be used as a guide by administrators and teacher educators

Program, partnership, and resource management: success principles for churches that have programmatically and financially successful nonprofit organizations

Church affiliated Human Service Organizations (CAHSOs) are drastically understudied. Consequently, the experience of their executive leaders is understudied. Information on CAHSOs and the experience of their executive leaders is often blended into general faith- based organizational research. Yet, CAHSOs play a vital role in the United States and abroad. CAHSOs are responsible for the social welfare of millions of indigent people in suffering communities. These organizations provide housing to the homeless, food to the hungry, clothing to the naked, and educational programing to at-risk youth, among many other things. These organizations, however, only function because of the expertise and work of executive leaders. This research study used the phenomenological qualitative research method to interview executive leaders in CAHSOs. The goal of this research was to determine the challenges executive leaders face within CAHSOs and the strategies they use to overcome these challenges while gauging their definitions of success and documenting the advice these executive leaders have for others in their field. The analysis revealed various challenges including lack of financial, human, and real estate resources; unqualified staff; stressful work expectations; and strained relationships. Their strategies included measuring successes, building external networks, and leveraging religious practices. Executive leaders defined themselves by organizational performance and money. They encouraged other executives to leverage general business practices while evaluating their motives for working as an executive leader within a CAHSO. Generally, the results of this research offer insight into the challenges and celebrations of executive leaders of CAHSOs