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This paper addresses special reliability-centered maintenance (RCM) strategies for one-shot devices by providing fuzzy inferences system with the assumption that, to data, there is no data available on their maintenance. As far as one-shot devices are concerned, the relevant data is inadequate.

In this paper, a fuzzy expert system is proposed to effectively select RCM strategies for one-shot devices. In this research: (1) a human expert team is provided, (2) spatial RCM strategies for one-shot devices and parameters bearing upon those strategies are determined, (3) the verbal variables of the expert team are transformed into fuzzy sets, (4) the relationship between parameters and strategies are designed whereupon a model is developed by MATLAB software, (5) Finally, the model is applied to a real-life one-shot system.

The finding of this study indicates that the proposed fuzzy expert system can determine the parameters affecting the choice of the appropriate one-shot RCM strategies, and a fuzzy inference system can help for effective decision making.

The developed model can be used as a fast and reliable method for determining an appropriate one-shot RCM strategy, whose results can be relied upon with a suitable approximation in respect of the behavior test. To the best authors’ knowledge, this problem is not addressed yet.

The paper seeks to provide an empirical study demonstrating the value of one‐shot instruction assessment, and student learning, with the software, LISA.

This is an outcome‐based quantitative study, using performance‐based software for assessment.

The University of North Texas librarians developed Library Instruction Software for Assessment (LISA) to assess one‐shot library instruction sessions. The study used a pre‐test, post‐test and post‐post‐test to test freshmen in English classes. The pre‐test revealed that students had more difficultly using some tools more than others, namely the catalog. The post‐test showed that student performance searching the catalog and Academic Search Premier improved with library instruction. However, students' ability to find the “Help page” decreased. This decreased number was attributed to the importance of teaching navigation skills in library instruction sessions. The post‐post‐test taken at the end of the semester demonstrated that students were retaining the skills taught.

One‐shot library instruction sessions are valuable and can be assessed using LISA. The study shows LISA can provide meaningful results about students' library skills.

The paper introduces a unique software tool, Library Instruction Software for Assessment (LISA), which can be used for assessing instruction sessions – even one‐shot sessions. The findings indicate that one‐shot library instruction can have a positive effect on the information literacy level of students, and offers insight into areas of improvement for instruction sessions.

Current First-year Writing research seeks to address the need to help students meet the Council of Writing Program Administrators objectives on source evaluation while also changing current pedagogy methods. This chapter seeks to compare two different source evaluation pedagogies, YSearch and decision-based learning, taught by Brigham Young University’s library, to determine which one-shot library instruction session module is more effective at teaching students source evaluation skills. To answer these questions, this study uses both quantitative and qualitative methods, utilizing a quasi-experimental, pre-test/post-test design by conducting an open comparison between the two pedagogy modules. Students scored significantly higher on the post-test in both designs and differences between the two increases weren’t statistically significant, showing that both treatments are effective. Follow-up interviews explored the differences between treatments.

To describe the design and use of an outcomes assessment tool for one‐shot library instruction classes that is objective, quantitative, easy to use, and flexible.

An “outcomes” assessment tool was created based on the ideas of the one‐minute paper and student reflection papers. The tool was administered to classes in Spanish and Biology that had one shot library sessions.

The assessment tool was helpful in pointing out areas where librarians need to improve instruction in their one shot classes. The tool was useful, easy to use, and fulfilled our objectives.

The tool's use may be limited to institutions where there is excellent rapport between librarians and course instructors or to libraries with a staff large enough to find volunteers to grade the papers outside of the course librarian.

The tool developed provides one more weapon for the outcomes assessment arsenal.

This contribution is unique; there is no other outcomes assessment tool for one‐shot classes in the library literature. Because one‐shot sessions are the majority of library instruction appearances and because outcomes assessment is very important, this tool should be of great practical help to instruction librarians.

In daily life, many products, such as light bulbs, fuses, dry batteries, fireworks, semiconductors, are non‐repairable. The non‐repairable products are usually referred to as one‐shot products, or as failed products that are not worth repairing. A one‐shot product is usually required to perform a function once only since its use is normally accompanied by an irreversible reaction or process, e.g. chemical reaction or physical destruction. However, most one‐shot products being stored or deployed are usually not under continuous surveillance. The failed products can only be found by inspection or at the beginning of operation. Therefore, this paper seeks to assess the reliability of one‐shot products.

The study considers a series system consisting of m components with lifetime following Weibull distribution, and applies a competing failure model to investigate the proposed series system for one‐shot products. The maximum likelihood estimators (MLEs) of parameters of the Weibull distribution based on the quantal‐response data in the proposed series system are derived. The model is illustrated with a two‐component series system, and the statistical properties of the MLEs are investigated by Monte Carlo simulation under the two‐stage inspection scheme and the three‐stage inspection scheme.

Simulation results reveal not only that the MLEs of Weibull parameters gradually approximate the true values of Weibull parameters under rising sample sizes, but also that the precision and accuracy of the MLEs of parameters increase with an increasing sample size. Furthermore, the standard deviations of MLEs of Weibull parameters for the two‐stage inspection scheme are smaller than those for the three‐stage inspection scheme.

The paper focuses on the reliability assessment of one‐shot products, e.g. firework, ammunition, airbag, injector, dry battery, with Weibull components lifetime distribution.

To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within academia.

This paper is rooted in dramaturgical theory which suggests that how a person's identity or background is being constantly reshaped by their interactions with one another and the world around them. Within a classroom setting, it applies to contexts where group activities have a required performative aspect.

The authors found that taking a dramaturgical approach can be a very effective active learning technique within a one-shot information literacy instruction context.

Creative approaches to information literacy instruction often remain untried, and the combination of this work and the consideration of dramaturgical theory within the framework of inclusive pedagogy is a distinct contribution to the field.

The purpose of this paper is to investigate which learning targets can be achieved by using Wikipedia as a tool for teaching information literacy within the context of brief one-shot library instruction sessions.

In this case study, a Wikipedia-editing activity was incorporated into 2-hour one-shot instruction sessions. A variety of qualitative data were collected during these sessions: Student reflections during a facilitated discussion, student responses to exit-survey questions and instructor observations about the extent to which students completed Wikipedia-editing tasks.

Students found Wikipedia-editing activities and Wikipedia-related discussions engaging, and as a result they seemed to learn valuable lessons about research and writing. Students participating in this project effectively identified gaps in Wikipedia entries, critically evaluated and used sources to address those gaps and appropriately documented those materials. Students were easily encouraged to be critical about information sources, including Wikipedia and the more traditionally scholarly resources alike.

While a great deal of attention has been paid to teaching with multi-week Wikipedia assignments and coursework, evidence from this project suggests that Wikipedia-related activities can be used effectively within much narrower time constraints, including during brief one-shot library instruction sessions.

This paper aims to outline the ongoing development, implementation and evaluation of a digital research notebook designed to support hybrid and online approaches to information literacy development in one-shot, course-integrated and full course instruction.

The paper describes the authors’ collaborative creation of the research notebook and its evolution from a collection of online modules to a student-centered online learning tool focused on supporting the reflective research and writing process. A small random sampling of notebooks was used for assessment of student learning and the notebook’s effectiveness.

Hybrid approaches to library instruction that leverage direct assessment of student work as well as opportunities for students to reflect on their research process facilitate both student learning and increased understanding for library staff of how students experience the research and writing process.

The development of instructional tools to extend the “one-shot” model can lead to a variety of instructional innovations and open up opportunities to explore and develop new approaches. Including opportunities for students to reflect and provide feedback on their experience of the research and writing process offers important insights often missed by purely quantitative assessment methods.

Use of the research notebook opened up more time during face to face instruction time for deeper learning, critical information literacy and discussions of social justice issues related to information production and access.

The paper presents an innovative, adaptable and scalable approach to addressing common challenges faced by information literacy instruction programs.

This paper aims to present a one-shot gesture recognition approach which can be a high-efficient communication channel in human–robot collaboration systems.

This paper applies dynamic time warping (DTW) to align two gesture sequences in temporal domain with a novel frame-wise distance measure which matches local features in spatial domain. Furthermore, a novel and robust bidirectional attention region extraction method is proposed to retain information in both movement and hold phase of a gesture.

The proposed approach is capable of providing efficient one-shot gesture recognition without elaborately designed features. The experiments on a social robot (JiaJia) demonstrate that the proposed approach can be used in a human–robot collaboration system flexibly.

According to previous literature, there are no similar solutions that can achieve an efficient gesture recognition with simple local feature descriptor and combine the advantages of local features with DTW.

The purpose of this article is to describe the rationale, process and results of an integrated curricular intervention for information literacy instruction in a first-year writing program.

The information literacy coordinator collaborated with writing instructors and the Writing Program Administrator on the initial design of information literacy outcomes. The librarian and instructors created a modular curriculum with multiple lessons and activities aligned to each outcome. The curriculum was housed in the course management system for easy updating and distribution. Finally, instructors taught the embedded information literacy activities for two semesters and measured student improvement through a pre-/post-survey and a rubric-based assessment of students’ citation and documentation.

Students saw significant gains over the course of the semester in their ability to use Boolean operators, identify the purpose of sources and understand citation styles. As a related and valuable measure, writing program assessment results showed an improvement in students’ performance in citation and documentation in researched writing assignments after a one-year implementation of the intervention. Writing instructors reported an increased awareness of information literacy pedagogy and intentionality in their teaching. Finally, the librarian was able to leverage this collaboration to highlight the teaching roles of librarians beyond the one-shot.

Well-known temporal and logistical limits exist in regard to embedded, one-shot and multi-shot approaches to information literacy. The latter two are especially unsustainable when implemented at scale, such as within a first-year writing program that serves hundreds or thousands of students each semester. This study documents a faculty development approach in which writing instructors integrate information literacy (IL) into their own instruction. This offers a model that makes explicit IL processes and skills to writing instructors, results in high student performance and allows especially the small college librarian to manage his/her other strategic information literacy partnerships.