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Related Concept Videos

Work01:14

Work

859
Work is a fundamental concept of mechanical engineering and has many applications. Understanding how work is calculated and the different types of work can help us better understand physical processes and provide insights into complex problems.
Work is defined as the result of a force acting on an object, causing it to move along the line of action of force. It is also defined as the process of transferring energy through the application of force on an object, resulting in its displacement.
859
Work01:22

Work

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Work is done when energy is transferred from one object to another. In other words, work is when a force acts on something that undergoes a displacement from one position to another. Forces can vary as a function of position, and displacements can be along various paths between two points. The increment of work (dW) done by a force acting through an infinitesimal displacement can be defined as the dot product of force () and displacement () vectors.
The dot product can be expressed in terms of...
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Quantifying Work02:30

Quantifying Work

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As a system undergoes a change, its internal energy can change, and energy can be transferred from the system to the surroundings, or from the surroundings to the system.
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Work-energy Theorem01:42

Work-energy Theorem

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According to Newton’s second law of motion, the sum of all the forces acting on a particle (net force) determines the rate of change in the momentum of the particle (motion). Therefore, we should consider the work done by all forces acting on a particle, or the net work, to see its effect on the particle’s motion.
The work-energy theorem equates work done by all the forces on an object to the change in its kinetic energy. The theorem can be used to calculate work done by a force...
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Virtual Work01:20

Virtual Work

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The principle of virtual work states that if a body is in static and dynamic equilibrium, then the sum of all the virtual work done by all external forces and couple moments for any given virtual displacement must be zero.
In static equilibrium, a body can experience an imaginary or virtual movement, such as displacement or rotation. The virtual work done by a force is equal to the dot product of force and virtual displacement in the direction of the force. When it comes to virtually rotating a...
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Work-Energy Theorem for Motion Along a Curve01:09

Work-Energy Theorem for Motion Along a Curve

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The work-energy theorem can be generalized to the motion of a particle along any curved path. The simple argument here is that the curved path can be considered a sum of many infinitesimal paths, each of which is a straight path. The force on the particle can be considered constant along any such infinitesimal path so that the work-energy theorem can be applied along it. So, it is also valid for the sum of these paths. The net work done is the integral of the work done along the infinitesimal...
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The Crossroads between Workforce and Education.

Kathryn Jackson1, Christi L Lower1, William J Rudman2

  • 1AHIMA Foundation.

Perspectives in Health Information Management
|May 3, 2016
PubMed
Summary
This summary is machine-generated.

Industry and academic professionals perceive a gap between health information workforce training and graduate preparedness. Both groups highlight the need for enhanced communication and workplace skills, with a call for more apprenticeships.

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Area of Science:

  • Health Information Management
  • Workforce Development
  • Higher Education

Background:

  • Growing concern exists regarding the skills gap for graduates entering the health information workforce.
  • Industry leaders and educators express apprehension about the alignment of academic training with labor market demands.

Purpose of the Study:

  • To investigate the perceived disconnect between academic preparation and workforce readiness for health information graduates.
  • To examine the perspectives of educators and employers on graduate preparedness for the health information sector.

Main Methods:

  • A survey was developed and administered to educators and employers in the health information field.
  • Comparative analysis of opinions between academic professionals and industry labor leaders regarding graduate skills.

Main Results:

  • A significant difference was identified in how labor leaders and academics assess graduate preparedness in technical, communication, and leadership skills.
  • Educators reported higher student preparedness in professional, technical, and leadership skills compared to industry perceptions.
  • Both groups agreed on the necessity of improving employability skills, such as communication and workplace etiquette, and increasing apprenticeships.

Conclusions:

  • A notable disparity exists between academic training and the practical skills required for entry-level positions in health information.
  • Enhancing communication, leadership, and practical experience through apprenticeships is crucial for bridging the skills gap.
  • Federal government support, particularly funding for apprenticeships, is considered vital for improving graduate preparedness.