What is Practice Research in Social Work - Definitions, Barriers and Possibilities

Practice is subject to increasing pressure to demonstrate its ability to achieve outcomes required by public policy makers. As part of this process social work practice has to engage with issues around advancing knowledge-based learning processes in a close collaboration with education and research based perspectives. This has given rise to approaches seeking to combine research methodology, field research and practical experience. Practice research is connected to both “the science of the concrete” – a field of research oriented towards subjects more than objects and “mode 2 knowledge production” – an application-oriented research where frameworks and findings are discussed by a number of partners. Practice research is defined into two approaches: practice research – collaboration between practice and research – and practitioner research – processes controlled and accomplished by practitioners. The basic stakeholders in practice research are social workers, service users, administrators, management, organisations, politicians and researchers. Accordingly, practice research is necessarily collaborative, involving a meeting point for different views, interests and needs, where complexity and dilemmas are inherent. Instead of attempting to balance or reconcile these differences, it is important to respect the differences if collaboration is to be established. The strength of both practice and research in practice research is to address these difficult challenges. The danger for both fields is to avoid and reject them.

Simulating Wind and Warmth in Virtual Reality: Conception, Realization and Evaluation for a CAVE Environment

Wind and warmth sensations proved to be able to enhance users' state of presence in Virtual Reality applications. Still, only few projects deal with their detailed effect on the user and general ways of implementing such stimuli. This work tries to fill this gap: After analyzing requirements for hardware and software concerning wind and warmth simulations, a hardware and also a software setup for the application in a CAVE environment is proposed. The setup is evaluated with regard to technical details and requirements, but also - in the form of a pilot study - in view of user experience and presence. Our setup proved to comply with the requirements and leads to satisfactory results. To our knowledge, the low cost simulation system (approx. 2200 Euro) presented here is one of the most extensive, most flexible and best evaluated systems for creating wind and warmth stimuli in CAVE-based VR applications.

Knowledge Transfer Processes in the IS Offshore Outsourcing Transition: A Conceptual Model

Despite promising cost saving potential, many offshore software projects fail to realize the expected benefits. A frequent source of failure lies in the insufficient transfer of knowledge during the transition phase. Former literature has reported cases where some domains of knowledge were successfully transferred to vendor personnel whereas others were not. There is further evidence that the actual knowledge transfer processes often vary from case to case. This raises the question whether there is a systematic relationship between the chosen knowledge transfer process and know-ledge transfer success. This paper introduces a dynamic perspective that distinguishes different types of knowledge transfer processes explaining under which circumstances which type is deemed most appropriate to successfully transfer knowledge. Our paper draws on knowledge transfer literature, the Model of Work-Based Learning and theories from cognitive psychology to show how characteristics of know-ledge and the absorptive capacity of knowledge recipients fit particular knowledge transfer processes. The knowledge transfer processes are conceptualized as combinations of generic knowledge transfer activities. This results in six gestalts of know-ledge transfer processes, each representing a fit between the characteristics of the knowledge process and the characteristics of the knowledge to be transferred and the absorptive capacity of the knowledge recipient.

Encouraging adolescents toward mental health careers via website biographies.

This project designed, developed, implemented and is currently evaluating the effectiveness of an interactive, multi-media website designed to encourage adolescents to consider careers in mental health. This Web-based learning environment features biographies of mental health scientists. Evaluation is conducted in a systematic, structured way using cognitive achievement, usability (ease of use), and affective scales (e.g., fun to use) as outcome measures

A Demonstration of Mobility Prediction as a Service in Cloudified LTE Networks

Location prediction has attracted a significant amount of research effort. Being able to predict users’ movement benefits a wide range of communication systems, including location-based service/applications, mobile access control, mobile QoS provision, and resource management for mobile computation and storage management. In this demo, we present MOBaaS, which is a cloudified Mobility and Bandwidth prediction services that can be instantiated, deployed, and disposed on-demand. Mobility prediction of MOBaaS provides location predictions of a single/group user equipments (UEs) in a future moment. This information can be used for self-adaptation procedures and optimal network function configuration during run-time operations. We demonstrate an example of real-time mobility prediction service deployment running on OpenStack platform, and the potential benefits it bring to other invoking services.

Similarity Mapplet: Interactive Visualization of the Directory of Useful Decoys and ChEMBL in High Dimensional Chemical Spaces

An Internet portal accessible at www.gdb.unibe.ch has been set up to automatically generate color-coded similarity maps of the ChEMBL database in relation to up to two sets of active compounds taken from the enhanced Directory of Useful Decoys (eDUD), a random set of molecules, or up to two sets of user-defined reference molecules. These maps visualize the relationships between the selected compounds and ChEMBL in six different high dimensional chemical spaces, namely MQN (42-D molecular quantum numbers), SMIfp (34-D SMILES fingerprint), APfp (20-D shape fingerprint), Xfp (55-D pharmacophore fingerprint), Sfp (1024-bit substructure fingerprint), and ECfp4 (1024-bit extended connectivity fingerprint). The maps are supplied in form of Java based desktop applications called “similarity mapplets” allowing interactive content browsing and linked to a “Multifingerprint Browser for ChEMBL” (also accessible directly at www.gdb.unibe.ch) to perform nearest neighbor searches. One can obtain six similarity mapplets of ChEMBL relative to random reference compounds, 606 similarity mapplets relative to single eDUD active sets, 30 300 similarity mapplets relative to pairs of eDUD active sets, and any number of similarity mapplets relative to user-defined reference sets to help visualize the structural diversity of compound series in drug optimization projects and their relationship to other known bioactive compounds.

The Role for Virtual Patients in the Future of Medical Education

The medical education community is working-across disciplines and across the continuum-to address the current challenges facing the medical education system and to implement strategies to improve educational outcomes. Educational technology offers the promise of addressing these important challenges in ways not previously possible. The authors propose a role for virtual patients (VPs), which they define as multimedia, screen-based interactive patient scenarios. They believe VPs offer capabilities and benefits particularly well suited to addressing the challenges facing medical education. Well-designed, interactive VP-based learning activities can promote the deep learning that is needed to handle the rapid growth in medical knowledge. Clinically oriented learning from VPs can capture intrinsic motivation and promote mastery learning. VPs can also enhance trainees' application of foundational knowledge to promote the development of clinical reasoning, the foundation of medical practice. Although not the entire solution, VPs can support competency-based education. The data created by the use of VPs can serve as the basis for multi-institutional research that will enable the medical education community both to better understand the effectiveness of educational interventions and to measure progress toward an improved system of medical education.

HPV vaccine coverage in Texas counties: An application of multilevel, small area estimation

Health departments, research institutions, policy-makers, and healthcare providers are often interested in knowing the health status of their clients/constituents. Without the resources, financially or administratively, to go out into the community and conduct health assessments directly, these entities frequently rely on data from population-based surveys to supply the information they need. Unfortunately, these surveys are ill-equipped for the job due to sample size and privacy concerns. Small area estimation (SAE) techniques have excellent potential in such circumstances, but have been underutilized in public health due to lack of awareness and confidence in applying its methods. The goal of this research is to make model-based SAE accessible to a broad readership using clear, example-based learning. Specifically, we applied the principles of multilevel, unit-level SAE to describe the geographic distribution of HPV vaccine coverage among females aged 11-26 in Texas.^ Multilevel (3 level: individual, county, public health region) random-intercept logit models of HPV vaccination (receipt of ≥ 1 dose Gardasil® ) were fit to data from the 2008 Behavioral Risk Factor Surveillance System (outcome and level 1 covariates) and a number of secondary sources (group-level covariates). Sampling weights were scaled (level 1) or constructed (levels 2 & 3), and incorporated at every level. Using the regression coefficients (and standard errors) from the final models, I simulated 10,000 datasets for each regression coefficient from the normal distribution and applied them to the logit model to estimate HPV vaccine coverage in each county and respective demographic subgroup. For simplicity, I only provide coverage estimates (and 95% confidence intervals) for counties.^ County-level coverage among females aged 11-17 varied from 6.8-29.0%. For females aged 18-26, coverage varied from 1.9%-23.8%. Aggregated to the state level, these values translate to indirect state estimates of 15.5% and 11.4%, respectively; both of which fall within the confidence intervals for the direct estimates of HPV vaccine coverage in Texas (Females 11-17: 17.7%, 95% CI: 13.6, 21.9; Females 18-26: 12.0%, 95% CI: 6.2, 17.7).^ Small area estimation has great potential for informing policy, program development and evaluation, and the provision of health services. Harnessing the flexibility of multilevel, unit-level SAE to estimate HPV vaccine coverage among females aged 11-26 in Texas counties, I have provided (1) practical guidance on how to conceptualize and conduct modelbased SAE, (2) a robust framework that can be applied to other health outcomes or geographic levels of aggregation, and (3) HPV vaccine coverage data that may inform the development of health education programs, the provision of health services, the planning of additional research studies, and the creation of local health policies.^

Lengua y tecnología

El propósito del presente trabajo es describir una experiencia didáctica desarrollada en el ámbito del Colegio Nacional ´Rafael Hernández´ (UNLP) con alumnos de 4º año que integra el uso de las TIC (Tecnologías de la Información y de la Comunicación) al desarrollo de una segunda lengua. Dicha experiencia se encuadra dentro del marco de la Enseñanza para la Comprensión, con el cual se trabaja en el colegio. El principal objetivo de esta integración es desarrollar en los alumnos no sólo competencia comunicativa en segunda lengua, sino también competencia cultural y tecnológica la cual los lleve a alfabetizarse digitalmente. El marco teórico dentro del cual se inscribe esta experiencia es el aprendizaje basado en el contenido (Content-Based Learning), el cual comprende el aprendizaje de contenido por medio de la lengua. Para la implementación de este proyecto se utilizó el entorno virtual de la UNLP (WebUNLP) y se desarrollaron tareas para que los alumnos resolvieran en torno a un tema que se consideró como hilo conductor tanto para las clases presenciales como para las tareas virtuales. La segunda parte del trabajo consiste en la descripción de cómo se estructuró el mismo y de un corpus con producciones de alumnos que participaron de esta experiencia

Lengua y tecnología

El propósito del presente trabajo es describir una experiencia didáctica desarrollada en el ámbito del Colegio Nacional ´Rafael Hernández´ (UNLP) con alumnos de 4º año que integra el uso de las TIC (Tecnologías de la Información y de la Comunicación) al desarrollo de una segunda lengua. Dicha experiencia se encuadra dentro del marco de la Enseñanza para la Comprensión, con el cual se trabaja en el colegio. El principal objetivo de esta integración es desarrollar en los alumnos no sólo competencia comunicativa en segunda lengua, sino también competencia cultural y tecnológica la cual los lleve a alfabetizarse digitalmente. El marco teórico dentro del cual se inscribe esta experiencia es el aprendizaje basado en el contenido (Content-Based Learning), el cual comprende el aprendizaje de contenido por medio de la lengua. Para la implementación de este proyecto se utilizó el entorno virtual de la UNLP (WebUNLP) y se desarrollaron tareas para que los alumnos resolvieran en torno a un tema que se consideró como hilo conductor tanto para las clases presenciales como para las tareas virtuales. La segunda parte del trabajo consiste en la descripción de cómo se estructuró el mismo y de un corpus con producciones de alumnos que participaron de esta experiencia

Lengua y tecnología

El propósito del presente trabajo es describir una experiencia didáctica desarrollada en el ámbito del Colegio Nacional ´Rafael Hernández´ (UNLP) con alumnos de 4º año que integra el uso de las TIC (Tecnologías de la Información y de la Comunicación) al desarrollo de una segunda lengua. Dicha experiencia se encuadra dentro del marco de la Enseñanza para la Comprensión, con el cual se trabaja en el colegio. El principal objetivo de esta integración es desarrollar en los alumnos no sólo competencia comunicativa en segunda lengua, sino también competencia cultural y tecnológica la cual los lleve a alfabetizarse digitalmente. El marco teórico dentro del cual se inscribe esta experiencia es el aprendizaje basado en el contenido (Content-Based Learning), el cual comprende el aprendizaje de contenido por medio de la lengua. Para la implementación de este proyecto se utilizó el entorno virtual de la UNLP (WebUNLP) y se desarrollaron tareas para que los alumnos resolvieran en torno a un tema que se consideró como hilo conductor tanto para las clases presenciales como para las tareas virtuales. La segunda parte del trabajo consiste en la descripción de cómo se estructuró el mismo y de un corpus con producciones de alumnos que participaron de esta experiencia

Network convergence and QoS for future multimedia services in the VISION project

The emerging use of real-time 3D-based multimedia applications imposes strict quality of service (QoS) requirements on both access and core networks. These requirements and their impact to provide end-to-end 3D videoconferencing services have been studied within the Spanish-funded VISION project, where different scenarios were implemented showing an agile stereoscopic video call that might be offered to the general public in the near future. In view of the requirements, we designed an integrated access and core converged network architecture which provides the requested QoS to end-to-end IP sessions. Novel functional blocks are proposed to control core optical networks, the functionality of the standard ones is redefined, and the signaling improved to better meet the requirements of future multimedia services. An experimental test-bed to assess the feasibility of the solution was also deployed. In such test-bed, set-up and release of end-to-end sessions meeting specific QoS requirements are shown and the impact of QoS degradation in terms of the user perceived quality degradation is quantified. In addition, scalability results show that the proposed signaling architecture is able to cope with large number of requests introducing almost negligible delay.

Adquisición de competencias en dirección de proyectos en un contexto colaborativo descentralizado

Se presenta una experiencia educativa en el ámbito de la adquisición de competencias relacionadas con la dirección de proyectos. Alumnos de tres universidades y tres titulaciones distintas colaboran en la realización de un proyecto conjunto como instrumento conductor del proceso de enseñanzaaprendizaje. El objetivo es valorar la idoneidad de un enfoque multidisciplinar de colaboración a distancia basado en la metodología Project Based Learning en el actual contexto de cambio de paradigma educativo. La experiencia resulta innovadora y es utilizada para definir una rúbrica que permita medir un determinado número de competencias relacionadas con la ingeniería de proyectos y la dirección de proyectos de ingeniería. Un sistema software facilita la integración de las métricas definidas y simplifica los procesos de supervisión de la adquisición de competencias.

Educating in Project Management: an innovative approach. A shared-experience among Spanish Universities

This work presents an educational formal initiative aimed to monitor the acquisition and strengthening of competences by students that are being taught in project management subject. Groups of students belonging to three universities, embracing different knowledge areas such as engineering, biology, etc., were selected to run the experience. All of them had nevertheless a common and basic starting point: inexperience in project management field. In this scenario, we propose a new theoretical and practical approach oriented to reinforce problem-solving and related competences in a project management subject context. For this purpose, a Project-Based Learning (PjBL) initiative has been specifically designed and developed. The main idea is to bring a real world engineering project management case into the classroom, where students must face up to a completely new learning approach –groups in different locations, collaborative mode and unspecific solution, supported by a powerful internet platform:.project.net (http://www.Project.net). Other relevant aspects such as project climate, knowledge increasing, have also been monitored during the course. Results show and overall improvement in key competences. The obtained information will be used in two ways: to feed the students back about personal opportunities for improvement in specific competences, and to fine-tune the experience for further initiatives.

The integration of project competences within the post-graduate programme: a case study of the International Masters in Rural Development AGRIS MUNDUS

Experiences relating to the InternationalMasters in Rural Development from the Technical University of Madrid (Universidad Politécnica de Madrid, UPM), the first Spanish programme to receive a mention as a Registered Education Programme by InternationalProject Management Association (IPMA) are considered. Backed by an educational strategy based on Project-Based Learning dating back twenty years, this programme has managed to adapt to the competence evaluation requirements proposed by the European Space for Higher Education (ESHE). In order to do this the training is linked to the professional qualification using competences as a reference leading to the qualification in project management as established by the IPMA.