Flights often experience large delays when they are routed around weather. Multi-flight common route advisories provide time-saving re-routes for groups of flights whose current weather-avoidance routes have become outdated because the weather has dissipated and/or moved away. A laboratory evaluation of these advisories was conducted by five subjectmatter experts having extensive experience in traffic flow management operations. These experts provided a total of 200 data sets in the airspace of Fort Worth Center and Houston Center. The tool identifies time-saving route changes taking into account flight plans, wind fields, and the spatial-temporal evolution of predicted convective weather. The tool is not designed to account for complex operational factors such as non-standard sector traversal, and hence a relatively low percentage of advisories initially generated by the tool were rated as acceptable (55% for Fort Worth Center and 22% for Houston Center). However, a high percentage of advisories were rated as acceptable (86% for Fort Worth Center and 75% for Houston Center) after the subjectmatter experts used the tool’s user interface to make route modifications that accounted for relevant operational factors. The workload associated with using the tool was rated as low for 80% of Fort Worth Center advisories and 56% of Houston Center advisories. On average, Houston Center advisories provided larger time savings but were more complex, hence they were more challenging to evaluate and received less favorable ratings. The results of this evaluation make a good case for human-automation teaming to design weather re-routes for delay recovery.
SubjectMatterExpert III Bachelor's 5 years An expert in a given subject area, has extensive experience in subjectmatter applications, real world relevancy and is familiar with federal government applications. A Master's is preferred, but not required.
During his tenure as a Senior Instructor with Global Knowledge, Johnny has developed extensive experience teaching CCNP/CCIP/CCVP/Cisco Nexus and CCIE R&S courses. This experience has also allowed him to excel in the role of Course Director and SubjectMatterExpert, with technical responsibility for Global Knowledge’s North American CCIE R&S curriculum and Service Provider Technical Segment, including the Cisco CCIE 360 program for Routing and Switching; IPv6 Fundamentals, Design and Development; Cisco Service Provider Next Generation Network Operations; Operational Foundations for Cisco Service Provider Core Networks; Maintain- ing Cisco Service Provider Routing Protocols; Maintaining Cisco Service Provider VPNs and MPLS Networks; Maintaining Cisco Service Provider Quality of Service. Johnny is also the author of the CCIE Routing & Switching Written Exam Boot Camp currently running in Europe. Johnny is a Cisco 360 R&S Master instructor; the first to achieve this level outside of the organization that created the program. In addition to his teaching engage- ments, Johnny is the owner and resident of Bass Consulting Services, Inc, a network engineering consultancy based outside of Seattle, WA specializing with service provider and large enterprise networks for design, con- figuration, and troubleshooting support.
The teaching of the Disciple agent proceeded as follows. First Disciple was taught to critique COA411 with respect to the Principle of Offensive. From this it learned a number of task reduction rules like the one from the right hand side of Figure 3. Then COA421 was loaded into the knowledge base and Disciple critiqued it using the learned rules. It correctly identified a strength with respect to the Principle of Offensive. However, according to the provided modeling, there was one additional strength and one weakness in COA421. Therefore the expert taught Disciple to identify them as well, and Disciple learned additional rules. Then COA51 was loaded into the knowledge base and Disciple critiqued it using the rules learned from COA411 and COA422. In this case Disciple generated two wrong critiques. The subjectmatterexpert identified the wrong task reductions and helped Disciple to understand why they were wrong. Then Disciple refined its task reduction rules. After that COA411 was again loaded into the system and critiqued with the updated rules. All the generated solutions were correct. The same was done for COA421, and again all the generated solutions were correct. The same procedure was repeated for the Principle of Security.
Miss Balistreri is a trilingual speaker of Spanish, Italian & English. She holds a B.A. in Linguistics with a Certificate of Teaching English as a Second Language (TESL), and an M.A. in Spanish Linguistics. In 2010 & 2011, Miss Balistreri served as President of the California Healthcare Interpreting Association. She has also served as SubjectMatterExpert (SME) for the Certification Commission for Healthcare Interpreters (CCHI) and is presently Member of the National Council of Interpreters in Health Care (NCIHC) Standards and Training Committee and a member of the Language of Lesser Diffusion (LLD) Workgroup. Currently, Miss Balistreri teaches Translation and Interpreting at Cal State University Fullerton and owns REACH-reaching diversity, a consulting agency for cultural & linguistic services geared exclusively toward healthcare.
Above each term indicate the specific dates of instruction (day, month, year) in the FROM and TO fields. In each column provide the requested information: department/course number, course title and credit hours. Indicate what Educational Skill Requirements (ESRs) that course satisfies. ESRs can be found on the CIVINS website or by contacting your Program Officer/SubjectMatterExpert. If the course is taken via distance learning (DL), is a study abroad program (SA) or is being taken at a satellite campus (SC), indicate that in the appropriate column. If not applicable insert N/A.
G. Bidder must have at least one qualified subjectmatterexpert on staff, who has at least five (5) years of experience in (a) healthcare cost containment, (b)Medicare payment policy, (c) Medi-Cal managed care, health insurance exchanges and health information technology, (d)health based policy development for the State of California, and (e) performing health information technology evaluations for large health systems.
The proposed training program development plan is divided into three phases. During phase one, the instructional design team, comprised of an instructional designer, instructional developer, editor/writer, PCJ trainer/subjectmatterexpert, secretary and test developer, will conduct an overall project planning session. Once the planning is complete, the team will begin designing the instructional development plan using the widely endorsed systematic instructional design model by Dick, W., Carey, L. & Carey, C. (2005). During the second and final phases of the project plan, the training program will be implemented throughout the corporate stores and a summative evaluation will be conducted after a period of three months to assess the effectiveness of the program. Using this methodology to design and evaluate the training materials ensures that the instruction will be efficient and effective.
1. The facility Chief of Staff, or subjectmatterexpert designee, is responsible for assessing and establishing competency for clinicians performing out-of-operating-room airway management. NOTE: The facility’s Chief of Anesthesia or equivalent would be a preferred subjectmatterexpert. The competency assessment must include the development of specific subjectmatter content and the provision of opportunities for the acquisition and demonstration of the necessary procedural skills.
Services offered include firearm and ammunition identification, certification as an accredited Firearm Specialist, training seminars on firearm technology, subject-matterexpert court testimony, shooting scene reconstruction, shooting accident investigations & reconstructions, gun safety & design-related consultations, ATF compliance consultation and
As per the procedure, in case of SAE of death, the DCG(I) will determine the cause of death and decide the quantum of compensation after considering the recommendation of Independent Expert Committee constituted for the purpose. In case of SAE other than death, the DCGI will determine the cause of injury and decide the quantum of compensation considering the reports of the Investigator, Sponsor and Ethics Committee. However, there is an option to constitute expert Committee to advise the DCG(I) in the matter.
• Mathematical maturity and attitudes that will enable and encourage continued growth of knowledge in the subject and its teaching (p. 39). The CBMS (2001) suggested that to attain these goals, mathematics courses for prospective secondary teachers should be redesigned to make insightful connections between secondary mathematics and the advanced mathematics they are required to take. It is also suggested that these mathematics courses focus on the conceptual difficulties, fundamental ideas, and techniques of high school mathematics from an advanced standpoint. These sentiments were echoed throughout many research studies that found deficiencies in prospective teachers’ SMK of mathematical content (Ball, 1988; Ball & Wilson, 1990; Baturo & Nason, 1996; Battista et al., 1989; Berenson et al., 1997; Borko et al., 1992; Borko & Putnam, 1996; Cooney & Wilson, 1995; Cooney et al., 1998; Eisenhart et al., 1993; Even, 1993; Graeber, 1999; Lappan & Even, 1989; Ma, 1999; Shram et al., 1988; Simon & Blume, 1994; Swafford et al., 1997; Van Dooren et al., 2002).