Bioengineering and self improvement

Victoria Sears, a recent graduate of the University of Michigan-Dearbornwas well within the norm then when she decided to change her plans for a major in biology or engineering to bioengineering in her sophomore year. I thought about engineering, but I wanted to help people directly — something with a healthcare impact. After exploring what the university had to offer, I sat down with a bioengineering professor and learned more about the field. I felt it was right for me.

Bioengineering and self improvement

Learning theories and their interpretations in management research recognize the role of reflection as a central element in the learning process. There also exists a broad consensus that organizational learning OL happens at three intertwined levels of the individual, the group and the organization.

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This tri-level analysis has been most influentially presented by Crossan, Lane and Whiteas a premise for their 4I framework of OL. Though the 4I framework builds strongly on existing literature on OL, it does not address the role of reflection as a factor operating between the inputs and outcomes in 4I sub-processes.

Though a large body of research exists regarding the notion of reflection and its importance in terms of OL, this has not been discussed in the specific context of the 4I framework. This article contributes to the development of the 4I model by discussing how reflective practice—on three levels and within 4I sub-processes—fuels the OL process.

The argumentation is based on an extensive literature review in three dimensions of learning, illustrated with an empirical inquiry into three business organizations and their reflective practice. In addition, the aim is to increase the understanding of reflection as not only an individual or group process, but as an organized practice, enabled by the tools of management control.

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Introduction Despite the extensive attention placed on organizational learning OLthere is still a need to investigate further the actual practice and activity that leads to learning. We propose that to cope with this pressure of learning and renewal, reflective practice is needed. In addition, we aim to increase the understanding of reflection as not only an individual or group process, but as an organized practice, enabled by the tools of management control [ 1 ].

There is a broad consensus among learning theorists that reflection is at the core of adult learning and professional growth, transformation and empowerment [ 23456 ].

From a more educational perspective, reflection examined within the work context also needs to be realized in processes of interaction, sharing opinions, asking for feedback, challenging groupthink and experimentation.

This, in turn, can and needs to be supported by suitable organizational structures and practices. As Reynolds and Vince [ 9 ] argue, more emphasis needs to be placed on creating collective and organizationally focused processes of reflection. The three essential levels of analysis—individual, collective and organizational—are broadly accepted in learning theory and in the management literature [ 1011 ].

As called for by Raelin [ 12 ]: This is the point where OL theories could utilize the extensive effort that has been made in management-control research. Management-control systems MCS represent institutionalized learning, and the structural reality in which learning and reflection are enabled and facilitated.

The purpose of MCSs is to encourage the desired behavior within the organization [ 13 ]. To be successful, the control system should find a balance between competing forces, such as between freedom and constraint, empowerment and accountability and between experimentation and efficiency [ 1415 ].

Research in management control is also reaching strongly towards a better understanding of control as an enabler for learning [ 1617 ]; yet, the existing conceptualizations of learning mechanisms remain narrow and have not captured the richness related to reflective interpretative processes, communities of practice, dialogue and memory [ 18 ].

Deciding what to study in college can be a difficult decision for both undergraduate and graduate students. For some, it's a matter of finding out how they can support a lifelong passion, for. Results. All the system was embedded as a self-service touch screen kiosk and provides transmittance measurements that are within the deviation limit required by NBR, i.e., %. Assistant Professor of Bioengineering (as of January 1, ) Professor Liu’s research interests emphasize on the development of novel classes of materials and devices as bioelectronics for use in biological and biomedical applications.

In addition, empirical inquiries on reflection in business contexts are nearly absent. A more in-depth examination is clearly warranted on the organizational-learning phenomenon, including the role of reflection.

In this study, we investigate the organizational-learning process as presented by Crossan, Lane and White [ 10 ], analyzing the role of reflection in each of the four sub-processes.

Synthesizing the existing research, we provide a definition of reflection and a conceptualization of reflective practice, consisting of four factors in line with the 4I OL process [ 10 ].

The four factors represent the different requirements that an organization needs to ensure are present to enable reflection at work. Thus, assuming that reflection can indeed be actively inspired, the question remains as to how to do it.

Additionally, informed by the critique of the value of reflection e. This allows a pragmatic analysis of how people reflect in practice, in which kinds of circumstances the reflection takes place and how reflection is enabled by management control.

In other words, reflection is not studied as a hidden mental process, but instead, as a visible practice directed at past, present or future objects.

We argue that reflective practice should reside in, and that it becomes, visible through MCSs, not as a separate exercise.

Management control represents the values, rules and routines, brings the individual and collective reflective capability and everyday work practices to the surface that fuel learning in distinct 4I sub-processes. This paper contributes to organizational-learning theory by examining reflection as a practice made tangible through management control.

In addition, it opens avenues to management-control research and to managers in its attempt to understand the role of reflection in generating learning and renewal. Reflection As a Fuel for Organizational Learning 2. For them, OL as an activity involves solving problems by examining the appropriateness of current learning behaviors and questioning the assumptions that underlie the existing ways of working, experimenting and creating double-loop learning.

In the highest form of OL, deutero-learning [ 22 ], more and more fundamental questions are asked and reflected on based on previous learning contexts.

In addition to governing values, this level of learning focuses on questioning embedded traditions and systems. This type of learning can be also called generative or transformational learning.Biomedical Engineering is the combination of fundamentals in engineering, biology, and medicine.

Through cross-disciplinary studies, students work to improve health care by applying analytical and experimental techniques to medical needs. Part of self improvement is giving without obligation.

When you give, be it food, time, your money, you show that the world is a decent place. You also increase your self-esteem and feel good about yourself and the world in general.

If you can follow these 20 self improvement tips, I am confident that you will become a better, more.

Bioengineering and self improvement

Ellen Martin, a senior bioengineering student at the University of Pittsburgh, received an award for her research presented at the Human Factors and Ergonomics Society Annual Meeting on .

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