Creating an integrated payment system: the evolution of Fedwire

Adapted from remarks given before the Seminar on Payment Systems in the European Union in Frankfurt, Germany, on February 27, 1997.Fedwire ; Electronic funds transfers ; Federal Reserve System

Revisiting the project management knowledge framework: Rebalancing the framework to include transformation projects

Purpose This paper highlights that extant project management (PM) bodies of knowledge have not fully addressed organisational transformation enabled by information systems projects. The purpose of this paper is to examine the transformation context in the PM disciplines. The authors argue that the execution-oriented PM bodies of knowledge are limited, as they place too much emphasis on the delivery outputs by the supplier rather than the achievement of beneficial outcomes by the project owner. Design/methodology/approach As a conceptual paper, this paper reviews extant PM bodies of knowledge, life cycle models, the context of organisational transformation and benefits realisation, and the distinction between a project owner’s and the project supplier’s capabilities. Findings A new PM knowledge framework is provided as an advanced research frame for future works by enhancing Peter Morris’ Management of Projects framework by employing the conceptual lens of Winch’s Three Domains of Project Organising model. Originality/value The advanced model emphasises the necessity of distinguishing a project owner’s and a supplier’s PM capability and knowledge to achieve successful IS-enabled organisational transformation. Through this effort to resolve the fragmentation and specialisation problems in PM disciplines, the model can be used as a theoretical groundwork for the advancement of PM research

Overcoming diverse approaches to vocational education and training to combat climate change: the case of low energy construction in Europe

Vocational education and training (VET) can play a transformative role in reducing CO2 emissions and improving the energy efficiency of buildings across Europe. Nearly zero energy building (NZEB) requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. Through an investigation into VET for low energy construction (LEC) in 10 European countries, the article identifies a range of different strategies advanced under constraints imposed by the VET systems and construction labour markets. At one extreme, representing the ‘high road’, LEC elements are mainstreamed into broad-based occupational profiles, curricula and qualifications, whilst at the other, the ‘low’ road, short, specific and one-off LEC courses simply aim to plug existing ‘skills’ gaps. It is argued that the ‘high road’ approach, in encompassing a broad concept of agency, successfully addresses NZEB requirements whereas the ‘low road’ represents an instrumentalist approach to labour that jeopardises the achievement of higher energy efficiency standards. The article concludes by presenting a transparency tool set within the European Qualifications Framework, against which different VET for LEC programmes can be assessed

Vocational education and training for a greener construction sector: low road or high road approaches to apprenticeships?

All too often, the issue of climate change is treated as a purely technical one, outside the realm of the social sciences or education. To address it effectively, however, implies a transformation in the vocational education and training (VET) and qualification systems as well as in the labour market. VET can play a major role in reducing CO2 emissions and improving the energy efficiency of buildings across Europe. The paper explains why this is so and what can be done to implement change in the construction, a sector set to gain more employment than any other from the transition to a green economy through policies and programmes for nearly zero energy building (NZEB), renewable energy installations and retrofit across Europe. The imperative of equipping the construction workforce with the appropriate knowledge, skills and competences is an integral part of the European Union (EU) green transition policy for the built environment. Zero carbon and NZEB require the training of millions of construction workers, a different construction process from the traditional one and a significant upgrading of existing VET systems. The complex technical and social challenges confronting construction VET systems throughout Europe and the constraints involved in addressing these are the focus of this paper. The aim is to identify the changes in the quality of labour and in VET required to achieve NZEB and to present a trans-European transparency tool against which different VET programmes for low energy construction (LEC) can be assessed. As apparent from the European Commission’s Build-up Skills initiative, successful NZEB depends on co-ordination and overall project awareness, teamwork and the application of theoretical knowledge to particular circumstances. This requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. The depth and breadth of expertise implied and the qualitative transformation of the construction labour process required also need to be expressed by qualification frameworks to facilitate a uniform approach in conformity with the European Qualifications Framework (EQF). Broadly-based initial VET (IVET) systems and occupational profiles, constructed and maintained through consultation and co-ordination with social partners and based on imparting relevant knowledge, represent the ‘high road’ to energy efficiency in buildings and are best placed to respond to the challenges of climate change. Developing the agency and powers of judgement of workers through VET is not only a promoter of personal development but a means of providing up to date construction expertise. The paper shows how an approach to VET based only on learning outcomes and targeting specific skills, as implied in the European Skills, Competences, Qualifications and Occupations (ESC) initiative, is too narrow and lacking in depth to allow for the systematic application of theoretical LEC knowledge to practice and the development of NZEB expertise in the workplace. Theoretically broader, deeper, more technical and inter-disciplinary expertise is needed to meet European Performance in Buildings Directive (EPBD) targets. Despite this, VET for LEC across Europe has been largely preoccupied just with developing specific ‘skills’ and confined to short and task-specific continuing VET (CVET) courses, representing what can be regarded as the ‘low road’. Mainstreaming the knowledge, skills and competences required for NZEB into IVET curricula is rare though it is achieved in German construction IVET, which takes a standards-based approach, successfully embeds LEC elements and seeks to overcome occupational boundaries and develop a holistic understanding of the construction process. The paper highlights the strengths and weaknesses of different VET systems in meeting NZEB requirements and presents examples from CVET and IVET from different parts of Europe to show what can be done to incorporate LEC elements. Through an investigation in ten European countries, the paper presents the range of different strategies advanced and illustrates the significance of social partnership, the need to overcome the fragmentation of the construction process, and the high-quality VET essential in order to address climate change. It is argued that a ‘high road’ approach, in encompassing a broad concept of agency, successfully addresses NZEB requirements whereas in contrast a ‘low road’ approach represents an instrumentalist approach to labour that jeopardises the achievement of higher energy efficiency standards

Transforming vocational education and training for nearly zero-energy building

Nearly zero-energy building (NZEB) requires the training of millions of construction workers and significant upgrading of vocational education and training (VET) systems across the European Union. This paper shows how an approach to VET based only on learning outcomes and targeting specific skills is too narrow and lacking in depth to allow for the systematic application of theoretical low-energy construction (LEC) knowledge to practice and develop NZEB expertise in the workplace. Theoretically broader, deeper, more technical and interdisciplinary expertise is needed to build to LEC standards and meet European Performance in Buildings Directive (EPBD) targets. Instead, VET for LEC has been largely confined to short and task-specific continuing vocational education and training (CVET) courses, illustrated in the cases of both Slovenia and Ireland and ranging from a narrow, learning outcomes approach to a broader, standards-based approach linking theoretical considerations to specific applications. Mainstreaming the knowledge, skills and competences required for NZEB into initial vocational education and training (IVET) curricula is rare. Though less successful in Finland, it is achieved in Belgian construction IVET, which takes a standards-based approach, successfully embeds LEC elements, and seeks to overcome occupational boundaries and develop a holistic understanding of the construction process

VEAP: a visualisation engine and analyzer for preSS#

Computer science courses have been shown to have a low rate of student retention. There are many possible reasons for this, and our research group have had considerable success in pinpointing the factors that influence outcome when learning to program. The earlier we are able to make these predictions, the earlier a teacher can intervene and provide help to an at-risk student, before they fail and/or drop out. PreSS (Predict Student Success) is a semi-automated machine learning system developed between 2002 and 2006 that can predict the performance of students on an introductory programming module with 80% accuracy, after minimal programming exposure. Between 2013 and 2015, a fully automated web-based system was developed, known as PreSS#, that replicates the original system but provides: a streamlined user interface; an easy acquisition process; automatic modeling; and reporting. Currently, the reporting component of PreSS# outputs a value that indicates if the student is a "weak" or "strong" programmer, along with a measure of confidence in the prediction. This paper will discuss the development of VEAP: a Visualisation Engine and Analyser for PreSS#. This software provides a comprehensive data visualisation and user interface, that will allow teachers to view data gathered and processed about institutions, classes and individual students, and provides access to further user-defined analysis, to allow a teacher to view how an intervention could influence a student's predicted outcome

Factors Associated with Missed Vaccination during Mass Immunization Campaigns

Achieving a high percentage of vaccination coverage with polio vaccine, while necessary, is not sufficient to eliminate or eradicate polio. The existence of pockets of under-vaccinated children has allowed outbreaks of polio in countries that have achieved high levels of vaccination coverage and in countries with no cases for many years. In a literature review, 35 articles were identified that described factors associated with missed vaccination in mass immunization campaigns. An annotated bibliography was developed for each article; these were then coded using the AnSWR program, and codes were organized into three larger thematic categories. These thematic areas were: (a) organization and implementation of mass campaigns; (b) population characteristics; and (c) knowledge and practices of caretakers. If these factors were geographically clustered, it was suspected that these clusters might have higher likelihood of becoming pockets of unvaccinated children. Immunization programme managers can target resources to identify if such clusters exist. If so, they can then ensure supervision of vaccination efforts in those sites and take further action, if indicated, to prevent or mitigate pockets of unvaccinated children

Comparison of UK paediatric consultants’ participation in child health research between 2011 and 2015

Objective To identify whether there have been changes over time in the capacity of paediatric consultants to undertake research and if the activity differs between men and women. Design Comparison of data from two surveys of UK paediatric consultants. Subjects UK consultant members of the Royal College of Paediatrics and Child Health. Interventions Surveys carried out in 2011 and 2015. Main outcome measures The proportion of consultants with allocated time in job plans for research, academic appointments, postgraduate qualifications, publications, grant funding and supervision of PhD students. Results The 2015 survey demonstrated 20% of consultants had one or more programmed activities (PAs) for research, but the average paid PA for research was 0.39 PA. Between the surveys, the proportion of consultants with honorary contracts had declined, and the proportion with a PhD or MDRes was 32% in 2011 compared with 26% in 2015 (p<0.001). In 2015, only 12% of consultants had at least one current grant. In 2011 and 2015, 51% and 54% respectively of consultants had not authored a publication in the preceding 2 years. In 2015, 92% of consultants were not currently supervising a PhD student, and 88% had never supervised a PhD student. In 2015, 25% of men and 12% of women had PAs for research (p<0.001). Women were less likely to hold an honorary or primary academic contract, have authored a publication or supervised a PhD student (all p<0.001). Conclusions Research activity among paediatric consultants remains low, particularly among women