This document discusses literature on torrefaction economics and technologies. It summarizes 34 peer-reviewed and non-peer reviewed studies on mass/energy balances, plant sizes, capital and operating costs, ROIs, and feedstock costs for torrefaction systems. It also compares the properties of wood, torrefied wood, and other fuels. Finally, it outlines various torrefaction reactor technologies and the companies involved in each.
This document outlines the syllabus for an Operations Management course taught in the fall 2016 semester. It provides information on the course professors, textbook, goals, learning outcomes, assignments including exams, projects, and critical thinking reports, attendance policy, and grading scale. The course introduces key concepts and tools in operations management.
Presentation for the 16th QMOD conference which details a novel approach of using the tools techniques and methods of Six Sigma to improve students learning of Six Sigma
This document discusses module evaluation at Oxford Brookes University. It describes the process of module evaluation and some common issues, such as lack of demonstrated validity, biased samples, and patchy use of evaluation data. The university implemented an electronic module evaluation system integrated with Moodle and a business intelligence tool. This allows evaluation data to be automatically included in program review dashboards. While module evaluation is intended to enhance quality and provide student feedback, there is no clear evidence it improves overall student satisfaction at the institutional level.
Journal Club Presentation on The Importance of Leadership in Preventing Healt...Sonali Shah
Leadership plays a key role in preventing healthcare-associated infections. Through interviews at multiple hospitals, the study found that effective leaders in infection prevention displayed behaviors like vision, knowledge, and strong communication skills. While senior executives can be leaders, the study observed that roles like epidemiologists, nurses, and quality managers also demonstrated transformational leadership through inspiring staff and cultivating a culture of clinical excellence. The findings suggest leadership broadly defined and at different levels contributes significantly to hospitals' ability to implement infection control practices.
This document provides an overview of personnel management in a clinical laboratory setting. It discusses the importance of personnel to the quality management system and laboratory operations. Key aspects of personnel management that are covered include recruiting and retaining qualified staff, developing job descriptions, providing orientation and ongoing training, assessing competency, and creating policies to motivate employees and ensure retention. The goal of personnel management is to confirm that all laboratory staff are properly qualified and competent to perform their duties in a manner that ensures accurate test results and high quality patient care.
The document discusses potential changes to Scotland's SQA appeals service qualifications in light of new developments. It proposes widening eligibility for alternative evidence and expanding centre support services. Stakeholders including teachers, coordinators, and assessors provided feedback that the current process prioritizes acceptable evidence over quality learning and lacks fairness for absent and appealing candidates. A new process is outlined separating exceptional circumstance requests pre-results from a post-results enquiry service allowing centres to query results through different steps.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
The document provides guidance on using reflection in appraisals and revalidation. It outlines the objectives of understanding reflection stages, communicating reflection, and developing action plans. Reflection is presented as an integral part of continuing professional development. The 7 stages of focused reflection are defined, and advantages/disadvantages of directed reflection are discussed. Examples of evidence for competence are gathering feedback, quality improvement activities, and reviewing complaints. Maintaining an up-to-date portfolio is emphasized.
This document outlines the syllabus for an Operations Management course taught in the fall 2016 semester. It provides information on the course professors, textbook, goals, learning outcomes, assignments including exams, projects, and critical thinking reports, attendance policy, and grading scale. The course introduces key concepts and tools in operations management.
Presentation for the 16th QMOD conference which details a novel approach of using the tools techniques and methods of Six Sigma to improve students learning of Six Sigma
This document discusses module evaluation at Oxford Brookes University. It describes the process of module evaluation and some common issues, such as lack of demonstrated validity, biased samples, and patchy use of evaluation data. The university implemented an electronic module evaluation system integrated with Moodle and a business intelligence tool. This allows evaluation data to be automatically included in program review dashboards. While module evaluation is intended to enhance quality and provide student feedback, there is no clear evidence it improves overall student satisfaction at the institutional level.
Journal Club Presentation on The Importance of Leadership in Preventing Healt...Sonali Shah
Leadership plays a key role in preventing healthcare-associated infections. Through interviews at multiple hospitals, the study found that effective leaders in infection prevention displayed behaviors like vision, knowledge, and strong communication skills. While senior executives can be leaders, the study observed that roles like epidemiologists, nurses, and quality managers also demonstrated transformational leadership through inspiring staff and cultivating a culture of clinical excellence. The findings suggest leadership broadly defined and at different levels contributes significantly to hospitals' ability to implement infection control practices.
This document provides an overview of personnel management in a clinical laboratory setting. It discusses the importance of personnel to the quality management system and laboratory operations. Key aspects of personnel management that are covered include recruiting and retaining qualified staff, developing job descriptions, providing orientation and ongoing training, assessing competency, and creating policies to motivate employees and ensure retention. The goal of personnel management is to confirm that all laboratory staff are properly qualified and competent to perform their duties in a manner that ensures accurate test results and high quality patient care.
The document discusses potential changes to Scotland's SQA appeals service qualifications in light of new developments. It proposes widening eligibility for alternative evidence and expanding centre support services. Stakeholders including teachers, coordinators, and assessors provided feedback that the current process prioritizes acceptable evidence over quality learning and lacks fairness for absent and appealing candidates. A new process is outlined separating exceptional circumstance requests pre-results from a post-results enquiry service allowing centres to query results through different steps.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
The document provides guidance on using reflection in appraisals and revalidation. It outlines the objectives of understanding reflection stages, communicating reflection, and developing action plans. Reflection is presented as an integral part of continuing professional development. The 7 stages of focused reflection are defined, and advantages/disadvantages of directed reflection are discussed. Examples of evidence for competence are gathering feedback, quality improvement activities, and reviewing complaints. Maintaining an up-to-date portfolio is emphasized.
This document provides information about the course "Administration and Management in Medical Imaging" offered at Universiti Teknologi MARA. The 3 credit course is an elective offered at the Bachelor's Degree level. It introduces principles of administration, department design, human resource management, legal implications, and problem solving as applied in medical imaging departments. Topics covered in the syllabus include principles of management, factors affecting management, physical administration, economical resource use, meetings, leadership, change management, human relations, quality assurance, common problems, health and safety regulations, staff requirements, and department design. Assessment consists of formative assessments, tests, assignments, and a final exam.
Peering through the Looking Glass: Towards a Programmatic View of the Qualify...MedCouncilCan
André De Champlain presented on developing a programmatic view of the MCC Qualifying Examination. Key points include:
1) The Assessment Review Task Force recommended validating and updating the blueprint for MCC examinations and exploring a more integrated, continuous model of assessment along the physician's educational continuum.
2) A proposed Medical Education Assessment Advisory Committee would provide guidance on incorporating authentic, linked assessments throughout training and practice.
3) Validating a program of assessment would require evaluating the reliability of individual elements as well as the entire program, and gathering multiple types of evidence to support the validity of score interpretations.
-Overview of St Andrews and the case for change
-The wider context of improvement
Changing the business
Definitions and methods
-Daily kaizen
Kaizen theory
Daily kaizen tools
Visual management
Daily huddle
Universe of work
The document summarizes information about the Graduate Program in Quality and Standardization (GPQS) at Trisakti University. The 2-year program aims to equip students with theories and practical skills in quality and standardization, with a focus on sustainable development. Students take foundational, concentration, and thesis courses. The program acknowledges training certificates and offers courses in 4-week blocks with individual tutorials. It is taught by experienced faculty and aims to produce graduates who can apply quality and standardization knowledge.
This document provides several definitions and descriptions of evaluation. Evaluation is defined as the systematic acquisition and assessment of information to provide useful feedback, the examination of the worth or significance of an object, and the structured interpretation and giving of meaning to actual or predicted impacts. Evaluation can be formative, taking place during development to improve effectiveness, or summative, drawing lessons after completion. Evaluation involves applying scientific methods to assess design, implementation, outcomes, and value of programs in a rigorous and resource-intensive process. The key difference between evaluation and assessment is that evaluation uses assessment data to support decisions around maintaining, changing, or discarding practices.
Training involves modifying knowledge, skills, and attitudes to improve performance. Its purpose is to enable individuals to acquire abilities needed to adequately perform tasks. A needs assessment is the first step in designing an effective training program. It identifies performance gaps between current and desired states. The needs assessment examines organizations, jobs, competencies, and individuals to determine who needs training and what training is required. This ensures the training objectives address the actual needs and solves performance issues.
Supportive supervision training for Quality Improvement SpreadAdetola Oladimeji
This document provides an introduction to supportive supervision for mentor facilities. It defines supportive supervision as ongoing mentoring to ensure skills are applied in practice and develop public health capacities. The aim is to increase individual confidence through focused observation, mentorship and feedback. Six key areas of supportive supervision are identified: joint problem identification, joint problem-solving, training adults, time management, two-way communication, and coaching.
The document outlines how supportive supervision differs from traditional supervision by emphasizing routine encounters, observation and feedback rather than fault-finding. It also details the supportive supervision cycle of informing workers, observing performance, improving skills and work conditions, and motivating workers. Finally, it discusses best practices for planning, conducting and following up
The document summarizes the Graduate Program in Quality and Standardization (GPQS) at Trisakti University. The 2-year program aims to produce graduates with theories and practical skills in quality and standardization, focusing on sustainable development. Students take foundational management courses and concentration courses on standards, seminars, and complete a thesis. The program is delivered through a 4-week block system and recognizes training certificates for credit. It is taught by experienced faculty and aims to apply socio-cultural approaches to build awareness of quality and standards.
The document discusses various methods for evaluating medical information systems and healthcare IT applications. It describes how evaluation aims to assess quality, value, and impacts of IT in healthcare environments. Both formative and summative evaluations are important, with formative providing feedback during development and summative assessing outcomes after implementation. A wide range of quantitative and qualitative methods are presented for different phases of the system development life cycle. The complexity of evaluation in biomedical informatics is also noted.
The document discusses the purpose and process of conducting summative evaluations, which aim to determine whether instruction should be maintained, adopted, or adapted based on expert reviews and its impact. It contrasts summative evaluations with formative evaluations and describes the expert judgement and impact phases of summative evaluation, including conducting a congruence analysis, content analysis, and impact study within an organization.
The document discusses evaluating training programs through various methods. It outlines the goals of evaluation, such as assessing progress, evaluating curriculum and staff, and justifying expenditures. Common myths about evaluation are debunked, such as the ideas that results cannot be measured or that evaluation will lead to criticism. Effective evaluation requires collecting data at different stages using instruments like questionnaires, observations, interviews and performance reviews. The document provides guidance on developing these instruments and conducting evaluations to improve training programs.
Lk and pr introduction to qualificationMike Harris
This document provides information about a new level 3 Diploma for Health Screeners qualification for staff working in the NHS screening programmes. It outlines the mandatory units covering areas like infection control, safeguarding and health screening principles. Program-specific core units are also described for Diabetic Eye Screening, Abdominal Aortic Aneurysm Screening and Newborn Hearing Screening. The qualification aims to provide nationally recognized certification that staff have the required knowledge, skills and competencies to work in screening programmes. More details on the qualification can be found on the PHE Screening CPD website and blog.
The document summarizes a four-level analysis of a training evaluation conducted by Jessica, Tosan, Muoi, and Scarlet. Level 1 evaluates participant reactions through questionnaires, Level 2 assesses learning through pre- and post-training knowledge tests, Level 3 examines job behavior changes through questionnaires, self-reports, and observations, and Level 4 measures organizational results like client satisfaction, performance, retention, and return on training investment. The analysis identified issues like low scores on training benefit and knowledge assessments and makes recommendations to address them such as expanding learning guidance and simplifying assessments.
Xcel Frameworks provides customized training programs for both individuals and corporations. For individuals, they use a methodology of "show me, let me, tell me" to demonstrate concepts, allow trainees to practice, and provide instruction. They also offer placement support. For corporations, Xcel Frameworks consults with clients to design effective training that meets objectives and expected results. They evaluate trainees at different levels of proficiency and provide sample evaluation criteria covering technical topics like data structures and databases. Xcel Frameworks aims to deliver results-oriented training through experienced instructors using materials like case studies, course content, demo videos, and reference documents.
This document provides an overview of assessing the Level 3 Diploma for Health Screeners qualification. It discusses the structure of units, learning outcomes, and assessment criteria. It explains Bloom's taxonomy and how it relates to unit structure. The document also outlines strategies for assessment, including using a range of methods, direct observation in the workplace, and ensuring assessments are valid, reliable, and meet awarding organization standards. Tips are provided for developing good assessment approaches, such as using up-to-date assessment plans and giving constructive feedback.
1) Data was gathered and analyzed to identify practice gaps compared to benchmarks.
2) Educational activities and interventions were designed to address gaps in knowledge, competence, or performance in order to change behaviors and improve patient outcomes.
3) The content of educational programs was tailored to match the current or potential scope of practice of the learners.
This document provides an overview of strategic and operational management strategies for educational institutions. It discusses strategic management processes like strategic planning, implementation, evaluation and decision making. It also covers operational management techniques and decision making. Specific topics summarized include the strategic management process, SWOT analysis, benefits of strategic management, strategic decision making and the 7 steps of operational decision making.
Sarah Pond Norfolk AAA presentation diplomaMike Harris
This document discusses the qualifications and resources available for those seeking to become an Abdominal Aortic Aneurysm (AAA) screener through the Norfolk & Waveney AAA Screening Programme. Trainees can enroll in a Level 3 Diploma for Health Screeners which includes 13 mandatory units and AAA-specific pathway units covering the principles, ultrasound techniques, and performance of AAA screening. Resources provided include an e-learning system, portfolio for clinical experience and competency tracking, and support from an approved training center. The process for enrolling, completing units, and potential challenges are outlined.
An Introduction to writing an Systematic review of literature - Scientific re...Pubrica
Systematic reviews aim to synthesize evidence from multiple studies to answer a research question in a reproducible and unbiased manner. This document outlines the key steps in conducting a systematic review, including identifying the research question, determining inclusion/exclusion criteria, searching literature sources, screening studies, extracting and analyzing data, and reporting results. Conducting systematic reviews rigorously following established guidelines helps ensure high quality and trustworthy conclusions that can guide clinical practice.
The document provides an overview of the steps involved in conducting a systematic review, including forming a team, developing a search strategy and inclusion/exclusion criteria, searching databases, extracting and analyzing data, and reporting results. Key aspects of systematic reviews discussed include developing a protocol, conducting a comprehensive literature search, assessing risk of bias, and synthesizing evidence both qualitatively and quantitatively through meta-analysis when possible. Challenges of systematic reviews include the time and resources required as well as ensuring methodological rigor.
This document provides information about the course "Administration and Management in Medical Imaging" offered at Universiti Teknologi MARA. The 3 credit course is an elective offered at the Bachelor's Degree level. It introduces principles of administration, department design, human resource management, legal implications, and problem solving as applied in medical imaging departments. Topics covered in the syllabus include principles of management, factors affecting management, physical administration, economical resource use, meetings, leadership, change management, human relations, quality assurance, common problems, health and safety regulations, staff requirements, and department design. Assessment consists of formative assessments, tests, assignments, and a final exam.
Peering through the Looking Glass: Towards a Programmatic View of the Qualify...MedCouncilCan
André De Champlain presented on developing a programmatic view of the MCC Qualifying Examination. Key points include:
1) The Assessment Review Task Force recommended validating and updating the blueprint for MCC examinations and exploring a more integrated, continuous model of assessment along the physician's educational continuum.
2) A proposed Medical Education Assessment Advisory Committee would provide guidance on incorporating authentic, linked assessments throughout training and practice.
3) Validating a program of assessment would require evaluating the reliability of individual elements as well as the entire program, and gathering multiple types of evidence to support the validity of score interpretations.
-Overview of St Andrews and the case for change
-The wider context of improvement
Changing the business
Definitions and methods
-Daily kaizen
Kaizen theory
Daily kaizen tools
Visual management
Daily huddle
Universe of work
The document summarizes information about the Graduate Program in Quality and Standardization (GPQS) at Trisakti University. The 2-year program aims to equip students with theories and practical skills in quality and standardization, with a focus on sustainable development. Students take foundational, concentration, and thesis courses. The program acknowledges training certificates and offers courses in 4-week blocks with individual tutorials. It is taught by experienced faculty and aims to produce graduates who can apply quality and standardization knowledge.
This document provides several definitions and descriptions of evaluation. Evaluation is defined as the systematic acquisition and assessment of information to provide useful feedback, the examination of the worth or significance of an object, and the structured interpretation and giving of meaning to actual or predicted impacts. Evaluation can be formative, taking place during development to improve effectiveness, or summative, drawing lessons after completion. Evaluation involves applying scientific methods to assess design, implementation, outcomes, and value of programs in a rigorous and resource-intensive process. The key difference between evaluation and assessment is that evaluation uses assessment data to support decisions around maintaining, changing, or discarding practices.
Training involves modifying knowledge, skills, and attitudes to improve performance. Its purpose is to enable individuals to acquire abilities needed to adequately perform tasks. A needs assessment is the first step in designing an effective training program. It identifies performance gaps between current and desired states. The needs assessment examines organizations, jobs, competencies, and individuals to determine who needs training and what training is required. This ensures the training objectives address the actual needs and solves performance issues.
Supportive supervision training for Quality Improvement SpreadAdetola Oladimeji
This document provides an introduction to supportive supervision for mentor facilities. It defines supportive supervision as ongoing mentoring to ensure skills are applied in practice and develop public health capacities. The aim is to increase individual confidence through focused observation, mentorship and feedback. Six key areas of supportive supervision are identified: joint problem identification, joint problem-solving, training adults, time management, two-way communication, and coaching.
The document outlines how supportive supervision differs from traditional supervision by emphasizing routine encounters, observation and feedback rather than fault-finding. It also details the supportive supervision cycle of informing workers, observing performance, improving skills and work conditions, and motivating workers. Finally, it discusses best practices for planning, conducting and following up
The document summarizes the Graduate Program in Quality and Standardization (GPQS) at Trisakti University. The 2-year program aims to produce graduates with theories and practical skills in quality and standardization, focusing on sustainable development. Students take foundational management courses and concentration courses on standards, seminars, and complete a thesis. The program is delivered through a 4-week block system and recognizes training certificates for credit. It is taught by experienced faculty and aims to apply socio-cultural approaches to build awareness of quality and standards.
The document discusses various methods for evaluating medical information systems and healthcare IT applications. It describes how evaluation aims to assess quality, value, and impacts of IT in healthcare environments. Both formative and summative evaluations are important, with formative providing feedback during development and summative assessing outcomes after implementation. A wide range of quantitative and qualitative methods are presented for different phases of the system development life cycle. The complexity of evaluation in biomedical informatics is also noted.
The document discusses the purpose and process of conducting summative evaluations, which aim to determine whether instruction should be maintained, adopted, or adapted based on expert reviews and its impact. It contrasts summative evaluations with formative evaluations and describes the expert judgement and impact phases of summative evaluation, including conducting a congruence analysis, content analysis, and impact study within an organization.
The document discusses evaluating training programs through various methods. It outlines the goals of evaluation, such as assessing progress, evaluating curriculum and staff, and justifying expenditures. Common myths about evaluation are debunked, such as the ideas that results cannot be measured or that evaluation will lead to criticism. Effective evaluation requires collecting data at different stages using instruments like questionnaires, observations, interviews and performance reviews. The document provides guidance on developing these instruments and conducting evaluations to improve training programs.
Lk and pr introduction to qualificationMike Harris
This document provides information about a new level 3 Diploma for Health Screeners qualification for staff working in the NHS screening programmes. It outlines the mandatory units covering areas like infection control, safeguarding and health screening principles. Program-specific core units are also described for Diabetic Eye Screening, Abdominal Aortic Aneurysm Screening and Newborn Hearing Screening. The qualification aims to provide nationally recognized certification that staff have the required knowledge, skills and competencies to work in screening programmes. More details on the qualification can be found on the PHE Screening CPD website and blog.
The document summarizes a four-level analysis of a training evaluation conducted by Jessica, Tosan, Muoi, and Scarlet. Level 1 evaluates participant reactions through questionnaires, Level 2 assesses learning through pre- and post-training knowledge tests, Level 3 examines job behavior changes through questionnaires, self-reports, and observations, and Level 4 measures organizational results like client satisfaction, performance, retention, and return on training investment. The analysis identified issues like low scores on training benefit and knowledge assessments and makes recommendations to address them such as expanding learning guidance and simplifying assessments.
Xcel Frameworks provides customized training programs for both individuals and corporations. For individuals, they use a methodology of "show me, let me, tell me" to demonstrate concepts, allow trainees to practice, and provide instruction. They also offer placement support. For corporations, Xcel Frameworks consults with clients to design effective training that meets objectives and expected results. They evaluate trainees at different levels of proficiency and provide sample evaluation criteria covering technical topics like data structures and databases. Xcel Frameworks aims to deliver results-oriented training through experienced instructors using materials like case studies, course content, demo videos, and reference documents.
This document provides an overview of assessing the Level 3 Diploma for Health Screeners qualification. It discusses the structure of units, learning outcomes, and assessment criteria. It explains Bloom's taxonomy and how it relates to unit structure. The document also outlines strategies for assessment, including using a range of methods, direct observation in the workplace, and ensuring assessments are valid, reliable, and meet awarding organization standards. Tips are provided for developing good assessment approaches, such as using up-to-date assessment plans and giving constructive feedback.
1) Data was gathered and analyzed to identify practice gaps compared to benchmarks.
2) Educational activities and interventions were designed to address gaps in knowledge, competence, or performance in order to change behaviors and improve patient outcomes.
3) The content of educational programs was tailored to match the current or potential scope of practice of the learners.
This document provides an overview of strategic and operational management strategies for educational institutions. It discusses strategic management processes like strategic planning, implementation, evaluation and decision making. It also covers operational management techniques and decision making. Specific topics summarized include the strategic management process, SWOT analysis, benefits of strategic management, strategic decision making and the 7 steps of operational decision making.
Sarah Pond Norfolk AAA presentation diplomaMike Harris
This document discusses the qualifications and resources available for those seeking to become an Abdominal Aortic Aneurysm (AAA) screener through the Norfolk & Waveney AAA Screening Programme. Trainees can enroll in a Level 3 Diploma for Health Screeners which includes 13 mandatory units and AAA-specific pathway units covering the principles, ultrasound techniques, and performance of AAA screening. Resources provided include an e-learning system, portfolio for clinical experience and competency tracking, and support from an approved training center. The process for enrolling, completing units, and potential challenges are outlined.
An Introduction to writing an Systematic review of literature - Scientific re...Pubrica
Systematic reviews aim to synthesize evidence from multiple studies to answer a research question in a reproducible and unbiased manner. This document outlines the key steps in conducting a systematic review, including identifying the research question, determining inclusion/exclusion criteria, searching literature sources, screening studies, extracting and analyzing data, and reporting results. Conducting systematic reviews rigorously following established guidelines helps ensure high quality and trustworthy conclusions that can guide clinical practice.
The document provides an overview of the steps involved in conducting a systematic review, including forming a team, developing a search strategy and inclusion/exclusion criteria, searching databases, extracting and analyzing data, and reporting results. Key aspects of systematic reviews discussed include developing a protocol, conducting a comprehensive literature search, assessing risk of bias, and synthesizing evidence both qualitatively and quantitatively through meta-analysis when possible. Challenges of systematic reviews include the time and resources required as well as ensuring methodological rigor.
How to structure your table for systematic review and meta analysis – PubricaPubrica
According to the, a systematic review is "a scholarly method in which all empirical evidence that meets pre-specified eligibility requirements is gathered to address a particular research question."
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A systematic review (SR) is a rigorous and organized method to synthesize
the evidence from multiple studies on a particular research question or topic.
The purpose of a systematic review is to identify, appraise, and summarize all
available evidence relevant to a specific research question in a transparent
and replicable manner.
It aims to provide a comprehensive overview of academic literature
concerning a particular research question of topic.
This presentation explores the steps nee
Evidenced-Based Practice- Evaluating a Quantitative Research S.docxelbanglis
Evidenced-Based Practice- Evaluating a Quantitative Research Study
Description: The baccalaureate graduate nurse will demonstrate an understanding of the basic
elements of the research process and models for applying evidence to clinical practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 3) Differentiate between
ethical and legal precepts that guide research conduct and protect human subjects. 4) Integrate
reliable evidence from multiple ways of knowing, to inform practice and make clinical
judgments. 5) Evaluate data from relevant sources, including technology, to inform the delivery
of care to culturally and ethnically diverse populations. 6) Collaborate with health team
members to collect, interpret, synthesize and disseminate evidence to improve patient outcomes
in complex health care environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Evaluates
research design
of study using all
of the
components of
the evaluation
checklists in
Houser 2018, p.
345
Evaluates
research design
of study using all
of the
components of
the evaluation
checklists in
Houser 2018, p.
345
Evaluates
research design
of study using
(75%)
components of
the evaluation
checklists in
Houser (2018).
Evaluates
research design
of study using
some (50% or
less) components
of the evaluation
checklists in
Houser (2018).
Does not address
section
Evaluates
methods/procedu
re, and results of
the study using
all of the
components of
the evaluation
checklist in
Houser 2018,
p.377
Evaluates
methods/procedu
re, and results of
the study using
all of the
components of
the evaluation
checklist in
Houser 2018,
p.377
Evaluates
methods/procedu
res and results of
the study using
(75%)
components of
the evaluation
checklists in
Houser (2018).
Evaluates
methods/procedu
res and results of
the study using
some (50% or
less) components
of the evaluation
checklists in
Houser (2018).
Does not address
section
Discusses the
importance of
research, how the
study contributes
to EBP and
applicability of
the specific study
to clinical
practice
Discusses the
importance of
research, how the
study contributes
to EBP and
applicability of
the specific study
to clinical
practice
Discusses the
importance of
research and how
the study may
contribute to
EBP in general
but not how the
specific study
contributes to
current clinical
practice.
Provides simple
definitions of
research and
evidence but
does not delve
into the
relationship
among research,
evidence-based
practice and
Does not address
section
impr ...
Evidenced-Based Practice- Evaluating a Quantitative Research S.docxturveycharlyn
This document outlines the competencies and evaluation criteria for a course on evidenced-based practice and evaluating quantitative research studies. The course aims to help baccalaureate graduate nurses develop skills in several areas related to research and evidence-based practice, including examining relationships between theory, practice and research; interpreting research findings; differentiating ethical and legal guidelines for research; integrating evidence from various sources to inform clinical practice; and collaborating with health teams on research and improving patient outcomes. Students will be evaluated on their ability to critically evaluate the research design, methods/procedures, results and implications of studies using established checklists to determine mastery of these competencies.
This document provides an overview of how to conduct a systematic review. It begins by defining what a systematic review is and why they are important for evidence-based practice. It then outlines the key steps in conducting a systematic review, including formulating an answerable question using PICO(T), performing a comprehensive literature search, selecting studies and extracting data in an unbiased manner, critically appraising the evidence, and synthesizing the data. The document emphasizes that systematic reviews need to follow a structured, systematic process and make all methods explicit to minimize bias. It also discusses challenges that can arise in systematic reviews like database, publication, and language biases.
HCM 440 Final Project Guidelines and Rubric Overview .docxshericehewat
HCM 440 Final Project Guidelines and Rubric
Overview
Healthcare administrators, managers, and executives are responsible for planning, directing, and coordinating health services at various levels for the
populations they serve. Interpreting research is integral to the role of a healthcare professional, especially when conducting a needs assessment for program
planning.
In this course, you will choose a clinical area of interest related to healthcare administration and create an annotated bibliography. For your final assessment,
you will compose an integrated review. In this review, you will discuss the criteria necessary for inclusion or exclusion in the research study, critique the quality
of each study, and present a synthesis of the results.
This integrated review will address the following course outcomes:
1. Critique ethical issues in healthcare research for their influence on compliance with rules and regulations
2. Evaluate basic research strategies applicable to healthcare settings for informing research proposals
3. Assess the appropriateness of utilizing secondary databases in healthcare research as an alternative to conducting original research
4. Justify the selection of specific data analysis methodology in published healthcare research for informing healthcare research methodology
5. Select healthcare administration issues to research in validating the need for program evaluation
Prompt
Using the six peer-reviewed literature articles from your annotated bibliography, compose an integrated review that focuses on a clinical issue of interest.
Ensure that the topic of this integrated review is viewed from the perspective of a healthcare professional who is looking to validate the need for program
evaluation at your hospital, even if your annotated bibliography was not this focused.
Specifically, your integrated review should focus on the following critical elements:
I. Abstract
Craft a well-drafted abstract. Be sure to adhere to the guidelines from the latest edition of the American Psychological Association’s style guide. Consider
the appropriate length for your audience.
II. Introduction
a) State the purpose, aims, or objectives of the integrated review. What do you wish to achieve through the drafting of this review? Be explicit in
your answer.
b) Introduce the topic of interest. Why is this topic the focus of the review?
c) What is the research question you are going to focus on? If you were to prepare a research proposal, what would your hypothesis be? Why?
d) What variables are of interest to you? How will these variables help you throughout this integrated review? Be sure to label the types of
variables each of these are.
e) Discuss the background and significance of the problem to healthcare administration.
III. Literature Search
a) What keywords and combinations were used in the initial search? Which were the most effective? Explain why these keywords and
c ...
An introduction to conducting a systematic literature review for social scien...rosie.dunne
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This document provides an overview of systematic reviews and meta-analyses. It defines systematic reviews as reviews of evidence on a clearly formulated question that use explicit and systematic methods. Key elements of systematic reviews include formulating a question, planning the review, conducting a comprehensive search, selecting and critically appraising studies, synthesizing data which may include meta-analysis, interpreting results, and reporting the review. Systematic reviews aim to reduce bias and allow results to be replicated.
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1. DSC 5530 Production and
Operations Management
Dr. Ibrahim Salama
Dr. Robert Radics
2016 Fall Semester
DSC 5530
Production and
Operations
Management
2. Lecture 2
2
Intellectual Research Assignment
• Groups and topics
• Method
• Literature review
• Presentation
DSC 5530
Production and
Operations
Management
3. Teams
3
DSC 5530
Production and
Operations
Management
Group name
(optional)
Team
members
1 Location Strategy
2
Design of Goods and
Services
3 Process Strategy
4 Project Management
5 Forecasting
6
Operations Strategy in
a Global Environment
4. Grading
4
DSC 3750-01
Operations
Management
Assignments % Final Letter
Grade
Scale
Case Report, Presentations & Class
attendance
10
HBR paper report and critique 15 A 90-100
B 80-89
C 70-79
D 60-69
F below 60
Intellectual Research Assignment Report 15
Intellectual Research Assignment Presentation 10
Exam 1, 2, 3 30
Exam 4 20
Total 100
5. Intellectual Research Assignment
Paper and presentation
5
Each group will select a topic of operations and supply chain management
to conduct a research assignment (academic literature review). Students
can ONLY use peer-reviewed, supply chain/operations management
focused papers from NCCU business Journal databases.
Students are encouraged to consult the professor to select topic, find
resources and receive guidelines on how to write an academic paper.
Students will make presentations of their IRA progress and their final
report. The final report presentation will be graded.
DSC 5530
Production and
Operations
Management
6. Progress Report and IRA
6
Each group will have 15-20 min. presentation about their plan for their IRA assignment.
The students expected to introduce:
• The topic, why thy choose this particular one.
• What the research question is.
• Explain and discuss 4-5 academic journal papers are closely related to the topic.
• Thoroughly explain and critically analyze 3 journal papers are the most related to the
subject.
• The important theories, concepts, views, or subjects within the area of research.
• Show min. 5 references in APA format that may be used in their study. The final IRA
report has to include 10 papers
• Discussion of the future studies and limitations of the research topic, as discussed in
the literature.
DSC 5530
Production and
Operations
Management
7. Robert Radics - PhD Candidate
03/17/2014
LCA Group Meeting
DIFFERENT LITERATURE REVIEW METHODS
8. STUDIES
Grant, M. J., & Booth, A. (2009). A typology of reviews: an
analysis of 14 review types and associated methodologies.
Health Information and Libraries Journal, 26(2), 91–108.
doi:10.1111/j.1471-1842.2009.00848.x
Rowe, R., Whitaker, J., Chapman, J., & Howard, D. (2008).
LIFE CYCLE ASSESSMENT IN THE BIOENERGY
SECTOR : DEVELOPING A SYSTEMATIC REVIEW.
9. DIFFERENT METHODS OF LITERATURE
REVIEWS
• Typology
• Health care (Evidence Based
Practice)
http://hanneinmorocco.blogspot.com/
11. REVIEW TYPES
Critical review
Label Description Search Appraisal Synthesis Analysis
Critical
review
Aims to demonstrate writer
has extensively
researched literature and
critically evaluated its
quality.Goesbeyondmere
descriptiontoinclude
degreeof analysis and
conceptualinnovation.
Seeks to
identify
most significant
items
in the field
No formal
quality
assessment.
Attempts
to evaluate
according
to contribution
Typically
narrative,
perhaps
conceptual
or
chronological
Significant
component: seeks
to
identifyconceptual
contribution
to embody existing
or derive
new theory
Strengths:
• Critical
• Built on earlier studies
Continuous development
Weaknesses:
• Not systematic
• Not structured
12. REVIEW TYPES
Literature review
Strengths:
• Built on earlier studies
Continuous development
• Allow consolidation
• Identify gaps
Weaknesses:
• Potential bias by omitted
literature
• Choose preferred hypothesis
Label Description Search Appraisal Synthesis Analysis
Literature
review
Generic term: published
materials that provide
examination of recent or
current literature.
Can cover wide range of
subjects at various
levels of completeness and
comprehensiveness.
May include research findings
May or may not
include
comprehensive
searching
May or may
not
include
quality
assessment
Typically
narrative
Analysis may be
chronological,
conceptual,
thematic, etc.
13. REVIEW TYPES
Mapping review / systematic map
Strengths:
• Identify gaps
• Decision supporting tool
Weaknesses:
• Lack of synthesis
• Lack of analysis
Label Description Search Appraisal Synthesis Analysis
Mapping
review/
systematic
map
Map out and categorize
existing literature
from which to commission
further reviews
and/or primary research by
identifying
gaps in research literature
Completeness of
searching
determined
by time/scope
constraints
No formal
quality
assessment
May be
graphical
and tabular
Characterizes
quantity and
quality of literature,
perhaps by
study design and
other key
features. May
identify need for
primary or
secondary research
14. REVIEW TYPES
Mapping review / systematic map example
USA Europe Asia Total
Feedstock 5 2 1 8
Communication 1 4 0 5
Knowledge 0 3 2 5
Policy 0 3 0 3
General perception, attitude 7 4 2 13
Total 13 16 5 35
Focus of perception studies by regions
USA Europe Asia Total
Information_Need 7 11 4 22
Environmental_Friendly 7 9 5 21
Energy_Independence 6 9 4 19
Rural_Development 6 6 1 13
Pollution 4 5 2 11
Food_Price_Increase 4 4 2 10
Jobs 4 3 2 9
Total number of main
attributes found 38 47 20
Measured attributes by regions
15. REVIEW TYPES
Meta-analysis
Strengths:
• Merges results of different
studies
• Quantitative
Weaknesses:
• Need enough data for
statistical analysis
Label Description Search Appraisal Synthesis Analysis
Meta-analysis Technique that statistically
combines the
results of quantitative
studies to provide a
more precise effect of the
results
Aims for
exhaustive,
comprehensive
searching.
May use funnel
plot to
assess
completeness
Quality
assessment
may
determine
inclusion/
exclusion
and/or
sensitivity
analyses
Graphical and
tabular with
narrative
commentary
Numerical analysis
of measures
of effect assuming
absence of
heterogeneity
16. REVIEW TYPES
KEY MESSAGES
• Internationally agreed set of discrete, coherent and
mutually exclusive review types
• Agreed typology
http://www.psmag.com/blogs/news-blog/literary-fiction-helps-us-read-
people-67494/
18. OBJECTIVES
• Identifying experiments and methods used in studying social
perception of bioenergy in literature.
• Exploring the general public’s understanding and perceptions
of bioenergy and biofuels in NC and TN.
5
19. STAKEHOLDER’S PERCEPTION OF BIOENERGY:
SYSTEMATIC LITERATURE REVIEW
Findings (44 articles)
• ~84% based in the US and Europe;
• Small and convenient samples;
• Consumer opinion or general public most
commonly studied (79%)
• Low to moderate support for bioenergy;
• No standardized method;
• Lack of focus on social impacts.
Systematic search
0
2
4
6
8
10
12
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
No.ofPublicaons
Year of Publica on
6
20. STAKEHOLDER’S PERCEPTION OF BIOENERGY:
SYSTEMATIC LITERATURE REVIEW
Consumers Factors Driving Opinion about Bioenergy
• Price
• Vehicle compatibility
• Consistent availability, performance of biofuels, effect on
food availability
• Jobs and national security not as important as market
factors
Landowners Factors Affecting Barriers to Supply
• Lack of market structure (need guaranteed contracts)
• No commercially successful examples
• High investment cost (equipment, etc.) to justify
7
21. CONCLUSIONS
STAKEHOLDER’S PERCEPTION OF BIOENERGY:
SYSTEMATIC LITERATURE REVIEW
• Social impacts should be studied.
• Need for standardized methods for perception studies.
• Stakeholders expect to be truly involved in collaborative
planning, decision making and collective learning process
• Education and targeting of specific needs of stakeholders
are the key to the successful adoption of bioenergy.
8
22. Robert Radics, Ronalds Gonzalez, Ted Bilek, Stephen Kelley,
CAWES Conference
May 17 2016
TORREFACTION ECONOMIC LITERATURE REVIEW
By Koppejan et al. (2012) 2
2
23. Background – Robert Radics
• Postdoctoral Researcher at NC State University
• Ph.D. in Forest Biomaterials
• MS. In Forestry Engineering
• MS. in Environmental Engineering
• MS. In Economics
• MBA
• Health, Safety and Environmental Manager petrochemical
business 12 years
• CEO Environmental remediation 5 years
24. METHOD
Screening
Identification Databases:
(n>100)
Google Scholar
Web of Science
Articles included:
• Peer-reviewed articles and other papers in English;
• Non peer reviewed if deemed creditable;
• Published between 2005 and 2015.
Screened by
title, abstract
(n= 80 )
Articles excluded:
• No economic relevant data included
• Non peer reviewed and single source of information
Included
Keywords (combination of at least one word from each
of the two bullet points):
• Torrefaction/pellet/torrefied pellet;
• Economic/process/sustainability/market/risk.
Studies
summarized
(n= 34)
Articles included:
• Focus on pellet, torrefaction or torrefied pellet
• Studies that allow for some summarization of the other
studies
2
4
25. SUMMARY
2
5
Table 6. Short summary from update peer reviewed and non-peer- reviewed literature
Reference Mass/ Energy Plant size Capex OPEX
Total
cost
ROI
(Koppejan et al., 78% mass 100,000 t $29 million $9.81/GJ
2012) 98% energy 110,231 T
$290/t
$263/T
(Pirraglia et al.,
2012)– product is
not pelletized
100000 T
$46 million
$460/T
$193.5/T
(Bergman 2005) 70% mass 170000 t 5.6 m Eur
2.2Eur/GJ
2.5Eur/GJ
90% energy 187000 T
$6.32 m
$33.27/T $50/T
(Tiffany, 2013)
Corn stover
65.6% mass
74.5% energy
150000 T $280/T $41.8/T
16%
(steam) 6%
(no steam)
26. COMPARISON OF ENERGY SOURCES
2
6
Wood WP TP Charcoal Coal
Moisture content (% wt) 30 – 45 7 – 10 1 – 5 1 – 5 10 – 15
Heating value (MJ/kg) 9 – 12 15 - 18 20 – 24 30 – 32 23 – 28
Volatile matter (% db) 70 – 75 70 – 75 55 – 65 10 – 12 15 – 30
Fixed carbon (% db) 20 – 25 20 – 25 28 – 35 85 – 87 50 – 55
Density (kg/l) Bulk 0.2 – 0.25 0.55 – 0.75 0.75 – 0.85 ~ 0.20 0.8 – 0.85
Energy density (GJ/m3) (bulk) 2.0 – 3.0 7.5 – 10.4 15.0 – 18.7 6 – 6.4 18.4 – 23.8
Dust Average Limited Limited High Limited
Hydroscopic properties Hydrophilic Hydrophilic Hydrophobic Hydrophobic Hydrophobic
Biological degradation Yes Yes No No No
Grindability Poor Poor Good Good Good
Handling Special Special Good Good Good
Quality variability High Limited Limited Limited Limited
Koppejan et al. (2012)
27. POTENTIAL USE OF TORREFIED BIOMASS
2
7
Koppejan et al. (2012)
Market
segment
Conversion
process
Conversion
technology
State-of- the-
art biofuel
Pre-treatment
requirements
Advantages of
torrefaction
Market
potential
Large-scale
power
production
Co-firing
Coal-fired
boilers
WP High
Process with
the coal
Higher co-
firing rates
High
Gasification
Entrained
flow gasifiers
WP
Very high due
to particle size
Size reduction
Fluidization
C/H/O ratio
very dry
Limited
Stand-alone
Combustion
(>20 MWe)
CFB boilers Wood chips Moderate
Limited,
relatively
expensive
Small
Industrial
heating
Combustion
Blast
furnaces
none Moderate
Handling,
C/H/O ratio,
Energy
content
High
Residential/
District
heating
Combustion
Stoves /
boilers
WP
High,
decentralized
Transport
savings
High
28. By Koppejan et al. (2012)
TORREFACTION MASS-ENERGY BALANCE
Biomass
50% MC
Drying Torrefaction
Torrefied
Biomass
Combustion
1.00 kg
8.30 MJ
8.30 MJ/kg
0.06 kg
0.52 MJ
8.30 MJ/g
Heat
0.37 kg
8.00 MJ
21.70 MJ/kg
0.94 kg
7.80 MJ
8.30 MJ/kg
0.47 kg
8.30 MJ
19.00 MJ/kg
0.10 kg
0.79 MJ
7.90 MJ/kg
Torrefaction
gas
Mass
Energy
Energy/mass
28
29. FEEDSTOCK COSTS
3
0
Note: T refers to short ton
Study Feedstock cost Moisture
(Bergman 2005) $15 /T 50%
(Pirraglia, Gonzalez,
Denig, & Saloni, 2012)
$45/T BD
(Tiffany, 2013), corn
stover
$70/T 17%
(McDow, 2013) $25-$75/T BD
(Anonymous, 2015a) $18-$35/T Green T
30. TORREFACTION TECHNOLOGIES
31
Koppejan et al. (2012)
Reactor technologies Companies involved Advantage Disadvantage
Rotating drum
CDS (UK), Torr-Coal (NL), BIO3D
(FR), EBES AG (AT), 4Energy
Invest (BE), BioEndev/ETPC
(SWE), Atmosclear S.A.(CH),
Andritz, EarthCare Products (USA)
Flexible process control
Direct or indirect heating
Good heat exchange
Upscaling is limited
Screw reactor
BTG (NL), Biolake (NL),
FoxCoal (NL), Agri-tech
Producers (US)
Continuous
Inexpensive
Upscaling is limited
Heat transfer is limited
Hot zones, char
formation
Herreshoff oven/
Multiple Hearth
Furnace (MHF)
CMI-NESA (BE), Wyssmont (USA)
Continuous
Inexpensive
Wide particle size processing
capability
Torbed – fluid bed
reactor
Topell (NL)
Continuous or batch wise
operation
Fast heating – short residence time
Higher temperature
Sensitive to particle size
Microwave reactor Rotawave (UK) High operation costs
Compact moving bed
Andritz/ECN (NL), Thermya (FR),
Buhler (D)
Non-uniform product
Uneven heat
Belt dryer
Stramproy (NL), Agri-tech
producers (USA)
Residence time managed
Uniform product
Not suitable for low bulk
density biomass
Upscaling is limited
31. CAPITAL INVESTMENT
32
Capital investment elements 100 th mt plant by Koppejan et al. (2012)
Cost components WP (million USD) TP (Million USD)
Woodyard 5.0 5.0
Pre dryer (rotary drum) 4.5 3.6
Torrefaction 13.0
Hammermills 2.0
Pelleting 4.0 3.1
Silos 1.0
Civil works & others 3.0 4.3
Total 19.5 29.0
32. OPERATING COSTS
33
Comparison of WP and TP production costs Koppejan et al. (2012)
Cost components WP ($/GJ) TP ($/GJ) Savings ($/GJ)
Biomass Cost 4.28 4.28 0.00
Electricity Cost 0.60 0.74 -0.14
Labor Cost 0.47 0.47 0.01
Financial costs 1.01 1.49 -0.49
Other costs 0.40 0.43 -0.02
Cost at the production site 6.76 7.41 -0.65
Inland logistics from the plant to port 1.12 0.57 0.55
Deep sea shipment 2.04 1.28 0.76
Inland logistics from the port to utility 0.94 0.55 0.39
Cost delivered to the utility 10.87 9.81 1.06
Extra costs at the power plant 1.93 - 1.93
Total costs of coal replacement 12.80 9.81 2.99
33. ENERGY NEED
Table 8. Energy requires for TP and WP (Adams et al., 2015)
Note: 60 kton/ year pellet mill
TP WP
Biomass type Scots pine Scots pine
Biomass volume 163 kton/yr 112 kton/yr
Land area 95 km2 66 km2
Process heat requirement 4000 MJth/t 1560 MJth/t
Natural gas 14.5 m3/t 36.7 m3/t
Grinding electricity 77 kW he/t 260 kW he/t
Pelleting electricity 150 kW he/t 50 kW he/t
Transport bulk density 800 kg/m3 650 kg/m3
Lower calorific value 22.0 MJ/kg 15.5 MJ/kg
Moisture content (MC) (wt.%) 5% 10%
3
4
34. CONCLUSIONS
1. Interest: improved energy density, product is more
consistent with the current coal infrastructure.
2. Compared with WP, the lower freight costs of TP due to
their higher energy density is quantified, while other
benefits are not quantified (up to 100% coal
replacement, less dust, lower grinding energy needs, and
TP hydrophobic attribute).
3. The industry is still in its infancy. Scaling up is missing.
4. Power plants have clear interest in the direct coal
replacement.
5. The supply chain is not yet established.
35. REFERENCES
11
Abt, R. C., Abt, K. L., Cubbage, F. W., & Henderson, J. D. (2010). Effect of policy-based bioenergy demand on southern timber markets: A case study of North Carolina. Biomass and Bioenergy, 34(12), 1679–1686.
doi:10.1016/j.biombioe.2010.05.007
Adams, P. W. R., Shirley, J. E. J., & McManus, M. C. (2015). Comparative cradle-to-gate life cycle assessment of wood pellet production with torrefaction. Applied Energy, 138, 367–380. doi:10.1016/j.apenergy.2014.11.002
Anonymous. (2015a). North American Woodfiber & Biomass Markets. RISI, (January). Retrieved from http://www.risiinfo.com/Marketing/Indices/NAWBM_sample.pdf
Anonymous. (2015b). Pellet Plants. Biomass Magazine. Retrieved from http://biomassmagazine.com/plants/listplants/pellet/US/
Bergman, P. C. (2005). Combined torrefaction and pelletisation. The TOP Process. Analysis, (July), 29. doi:ECN-C--05-073
Boskovic, A., Basu, P., & Amyotte, P. (2015). An exploratory study of explosion potential of dust from torrefied biomass. Canadian Journal of Chemical Engineering, 93(4), 658–663. doi:10.1002/cjce.22153
Boskovic, A., Basu, P., Amyotte, P., Stelte, W., Glasser, D., & Guo, W. (2013). Logistics and storage of torrefied biomass : Safety aspects. Fule, 93(4), 1–214. doi:10.1016/0016-2361(86)90163-8
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36. Agility
37
STRATEGIC PLANNING: AGILITY IS A COMPETITIVE ADVANTAGE
By Erica Olsen
Is being agile on your strategic plan’s list of competitive advantages? Can your
business react and change its game plan based on either customer feedback or
shifts in market, all while keeping that end vision in focus? A successful business has
the ability to assess any given situation and decide how to proceed based on the
findings.
The ability to adapt quickly is the name of the game in today’s business climate.
When everyone on your team is on the same page and is pulling in the same
direction, you can easily absorb shifts, make changes, and innovate on the fly. If you
don’t have a clear direction in your strategic plan, your team may not know how
and what to adapt to.
We’ve all been around long enough to know that markets shift and things don’t
always stay the same. A business leader’s responsibility is to anticipate change. So
as you work through your strategic management process, take note. Although
you’re preparing a five-year plan, remember that you’ll need to change things up a
bit as you travel down that road to success.
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37. Agility
38
STRATEGIC PLANNING: AGILITY IS A COMPETITIVE
ADVANTAGE
By Erica Olsen
You’ll likely come across a lot of forks in the road, and you’ll be a more
sustainable organization if you’re better equipped to take the necessary turns to
get to Point B. Keep this point in mind: Good businesses don’t change strategies
every month; they change the tactics to execute a strategy.
Many firms underestimate the buy-in needed to make change happen. Change
initiatives need approximately 75 percent of recognizable support from key
leaders and managers. If at least a majority of the staff and stakeholders are on
board with the strategic management process, then getting everyone else on the
same page when the tactics to get to your vision need to shift will be much
easier.
Identifying what will change, what will stay the same, and why the change is
important helps this process along and helps alleviate any fears your staff may
have of what may happen as a result of the change.
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38. Agility
39
STRATEGIC PLANNING: AGILITY IS A COMPETITIVE
ADVANTAGE
By Erica Olsen
Q1 How do you maintain your strategic plan to define the right tactic to
achieve your goal? (Process map)
Q2 How do you ensure that your team is pulling in the same direction?
Q3 What are the most important things when you decide on changes? You
can establish scenarios (moving to a new office, reorganize your team,
change a product, etc.)
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39. 2nd Lecture Outlines
40
Teams and Subjects
Intellectual research assignment
Literature review methods
Sample Literature reviews
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40. Paper Report and Critique Due by
next Thursday
41
Piercy, N. (2012). Business history and operations
management, 54(2), 154–178.
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41. Paper Report and Critique
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Papers have been chosen for select classes and one group/student has
been assigned to present the paper and start/lead the discussion in each
class. All student should read and be prepared for the discussion.
All students should submit a paper report for the assigned paper. The
reports are 1-2 pages in length. No late submissions will be accepted.
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42. Next Classes
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Tuesday:
Chapter 2 “Operations Strategy in a Global Environment”
G/S6 will present and lead the discussion. This group submit one print
copy of their report to the professor at the beginning of the class on this
day.
Suggested Intellectual Research topic by teams for class discussion.
Printed copy (importance, relevance, goal, presented in the class 2 min.)
Thursday:
Paper Report and Critique: G/S1 will present and lead the discussion.
All students should submit their report before noon on this day.
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