An evaluation of the delivery of the Eskom Customer Safety Education Programme in the Queenstown Customer Services Area.

The aim of this research is to evaluate the Eskom customer safety education programme in the Queenstown Customer Services Area. The research focuses on the implementation of the programme with the aim of assessing whether there is need for optimisation in the way that the customer education and training is delivered. The paper consists of three sections. Section one is directed to Eskom and is made up of (i) a review of the literature that is relevant to the Eskom safety education programme, (ii) the findings made from the study and (iii) recommendations from the author. Section two is a review of the key concepts which were identified for this paper and these are: (i) education and training, (ii) consumer education, (iii) citizenship education, (iv) training programme development, and (v) training programme evaluation. Section three provides detail on and justifies the research methodology that was followed for this paper. The author adopted the deductive approach and collected data from literature sources and Eskom documents as well as face-to-face interviews with the Eskom trainers and customers. Qualitative data was collected from the interviews and is presented in section one of the report in the form of (i) narratives, (ii) graphs and (iii) tables. The research has identified some shortcomings in the delivery of the training and recommendations have been made on how these shortcomings can be addressed. Trainer skills, training evaluation and training tools are amongst the issues that require attention in the Queenstown Customer Services Area. The results revealed that 67 percent of the trainers have not received training related to conducting customer forums. Inconsistencies with regard to the evaluation of the training interventions were also identified and there were differences in terms of the training tools that are utilised at the forums. The recommendations made by the author are based on the literature that was reviewed as part of this study and are aimed at addressing the delivery of the training. The respondents all displayed an understanding of the objectives of the Eskom safety education programme and made recommendations in terms of how Eskom can reduce the tampering of Eskom equipment. The recommendations made included the involvement of the community as well as unannounced door-to-door audits aimed at identifying damaged and tampered Eskom equipment. These recommendations are in line with the guiding principles of safety education presented in McWhirter (2008: 32) which include the involvement of young people in real decisions to help them stay safe, as well as the use of active approaches in addressing safety issues. A review of the electrical contact incidents which were reported to Eskom in 2011/12 revealed that in 61,5 percent of the cases that occurred in the Eastern Cape, Eskom had conducted electricity safety education before the incidents occurred. The recommendations in terms of the training delivery should be implemented to improve the delivery of the training. The author however recommends further research on how Eskom can reduce the number of electrical contact incidents that occur, as it has been proven through previous studies that safety education “has an impact on knowledge, behaviour, risk and skills and no papers have provided evidence of the impact of safety education on injury rates” (Mulvaney, Watson and Errington, 2012: 27)

An evaluation of the delivery of the Eskom Customer Safety Education Programme in the Queenstown Customer Services Area.

The aim of this research is to evaluate the Eskom customer safety education programme in the Queenstown Customer Services Area. The research focuses on the implementation of the programme with the aim of assessing whether there is need for optimisation in the way that the customer education and training is delivered. The paper consists of three sections. Section one is directed to Eskom and is made up of (i) a review of the literature that is relevant to the Eskom safety education programme, (ii) the findings made from the study and (iii) recommendations from the author. Section two is a review of the key concepts which were identified for this paper and these are: (i) education and training, (ii) consumer education, (iii) citizenship education, (iv) training programme development, and (v) training programme evaluation. Section three provides detail on and justifies the research methodology that was followed for this paper. The author adopted the deductive approach and collected data from literature sources and Eskom documents as well as face-to-face interviews with the Eskom trainers and customers. Qualitative data was collected from the interviews and is presented in section one of the report in the form of (i) narratives, (ii) graphs and (iii) tables. The research has identified some shortcomings in the delivery of the training and recommendations have been made on how these shortcomings can be addressed. Trainer skills, training evaluation and training tools are amongst the issues that require attention in the Queenstown Customer Services Area. The results revealed that 67 percent of the trainers have not received training related to conducting customer forums. Inconsistencies with regard to the evaluation of the training interventions were also identified and there were differences in terms of the training tools that are utilised at the forums. The recommendations made by the author are based on the literature that was reviewed as part of this study and are aimed at addressing the delivery of the training. The respondents all displayed an understanding of the objectives of the Eskom safety education programme and made recommendations in terms of how Eskom can reduce the tampering of Eskom equipment. The recommendations made included the involvement of the community as well as unannounced door-to-door audits aimed at identifying damaged and tampered Eskom equipment. These recommendations are in line with the guiding principles of safety education presented in McWhirter (2008: 32) which include the involvement of young people in real decisions to help them stay safe, as well as the use of active approaches in addressing safety issues. A review of the electrical contact incidents which were reported to Eskom in 2011/12 revealed that in 61,5 percent of the cases that occurred in the Eastern Cape, Eskom had conducted electricity safety education before the incidents occurred. The recommendations in terms of the training delivery should be implemented to improve the delivery of the training. The author however recommends further research on how Eskom can reduce the number of electrical contact incidents that occur, as it has been proven through previous studies that safety education “has an impact on knowledge, behaviour, risk and skills and no papers have provided evidence of the impact of safety education on injury rates” (Mulvaney, Watson and Errington, 2012: 27)

ELITE-CREATING STRATEGIES TO OPTIMIZE NEW MILLENNIUM SCIENCE AND TECHNOLOGY ENTREPRENEURSHIP

Abstract The objective is to design and delineate global life pathways that facilitate elite-creating entrepreneurship in science and technology of the third millennium. Education impacts on human life quality in different ways. Education is not a single science but an integrated multiscience central to the wholeness of the global science and technology. Educators need to be persistently educated to become cognizant of state-of-the-art elite mentorship philosophies. This will enable science and technology to evolve timely and progressively. Elite-generating educational psychology and entrepreneurship are emerging sciences whose inclusion in innovative policy-making will determine the depth of upcoming accomplishments in science and technology education. A major rising science is to optimize mentormentee relationships to enhance quality science evolution and transmission from a generation to another. Motivation is where learning evolves to more advanced levels causing science to be communicated and disseminated more effectively. Motivation is studied through a multitude of learning strategies. Combination and application of different learning strategies result in more appropriate inclusion of elite-generating entrepreneurship in education systems worldwide. The goal is to more optimally meet mentees' requirements for innovative science and technology that will fuel creativity in all aspects of life. As such, mentorships arts equipped with fitting educational tools lead to creative lives filled with ongoing elite peace and prosperity. This paper will delineate innovative global mentorship philosophies from an entrepreneurship perspective

Isolation facilities for highly infectious diseases in Europe - A cross-sectional analysis in 16 countries

BACKGROUND: Highly Infectious Diseases (HIDs) are (i) easily transmissible form person to person; (ii) cause a life-threatening illness with no or few treatment options; and (iii) pose a threat for both personnel and the public. Hence, even suspected HID cases should be managed in specialised facilities minimizing infection risks but allowing state-of-the-art critical care. Consensus statements on the operational management of isolation facilities have been published recently. The study presented was set up to compare the operational management, resources, and technical equipment among European isolation facilities. Due to differences in geography, population density, and national response plans it was hypothesized that adherence to recommendations will vary. METHODS AND FINDINGS: Until mid of 2010 the European Network for Highly Infectious Diseases conducted a cross-sectional analysis of isolation facilities in Europe, recruiting 48 isolation facilities in 16 countries. Three checklists were disseminated, assessing 44 items and 148 specific questions. The median feedback rate for specific questions was 97.9% (n = 47/48) (range: n = 7/48 (14.6%) to n = 48/48 (100%). Although all facilities enrolled were nominated specialised facilities' serving countries or regions, their design, equipment and personnel management varied. Eighteen facilities fulfilled the definition of a High Level Isolation Unit'. In contrast, 24 facilities could not operate independently from their co-located hospital, and five could not ensure access to equipment essential for infection control. Data presented are not representative for the EU in general, as only 16/27 (59.3%) of all Member States agreed to participate. Another limitation of this study is the time elapsed between data collection and publication; e.g. in Germany one additional facility opened in the meantime. CONCLUSION: There are disparities both within and between European countries regarding the design and equipment of isolation facilities. With regard to the International Health Regulations, terminology, capacities and equipment should be standardised

Wireless Power Hotspot that Charges All of Your Devices

Each year, consumers carry an increasing number of gadgets on their person: mobile phones, tablets, smartwatches, etc. As a result, users must remember to recharge each device, every day. Wireless charging promises to free users from this burden, allowing devices to remain permanently unplugged. Today's wireless charging, however, is either limited to a single device, or is highly cumbersome, requiring the user to remove all of her wearable and handheld gadgets and place them on a charging pad. This paper introduces MultiSpot, a new wireless charging technology that can charge multiple devices, even as the user is wearing them or carrying them in her pocket. A MultiSpot charger acts as an access point for wireless power. When a user enters the vicinity of the MultiSpot charger, all of her gadgets start to charge automatically. We have prototyped MultiSpot and evaluated it using off-the-shelf mobile phones, smartwatches, and tablets. Our results show that MultiSpot can charge 6 devices at distances of up to 50cm.National Science Foundation (U.S.

Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science

Contextualizing science instruction involves utilizing students' prior knowledge and everyday experiences as a catalyst for understanding challenging science concepts. This study of two middle school science classrooms examined how students utilized the contextualizing aspects of project-based instruction and its relationship to their science learning. Observations of focus students' participation during instruction were described in terms of a contextualizing score for their use of the project features to support their learning. Pre/posttests were administered and students' final artifacts were collected and evaluated. The results of these assessments were compared with students' contextualizing scores, demonstrating a strong positive correlation between them. These findings provide evidence to support claims of contextualizing instruction as a means to facilitate student learning, and point toward future consideration of this instructional method in broader research studies and the design of science learning environments. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 79–100, 2008Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/57510/1/20203_ftp.pd

Optimization methods for electric power systems: An overview

Power systems optimization problems are very difficult to solve because power systems are very large, complex, geographically widely distributed and are influenced by many unexpected events. It is therefore necessary to employ most efficient optimization methods to take full advantages in simplifying the formulation and implementation of the problem. This article presents an overview of important mathematical optimization and artificial intelligence (AI) techniques used in power optimization problems. Applications of hybrid AI techniques have also been discussed in this article