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1
Zabrodin, Yu M., P. A. Sergomanov, L. A. Gayazova und O. I. Leonova. „Development of the Differentiation System of Skill Levels in Teaching Professional Standards“. Психологическая наука и образование 20, Nr. 5 (2015): 65–76. http://dx.doi.org/10.17759/pse.2015200506.
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Questioning the definition of the principles of building a career in teaching and the relationship between qualification required for this from the perspective of teacher professional standards. Provides a detailed analysis of the issues of separation of levels of pedagogical activity. The results of expert work on the establishment of conformity of the content of the professional standard for qualifications. Recommendations for the development branch Qualifications Framework, focused on differentiating levels of qualification requirements in accordance with the content of the teacher professional standard.
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Lestari, Sudarsri. „Analisis Standar Pendidik Dan Tenaga Kependidikan (Studi Di Sdn 3 Tamanagung Banyuwangi)“. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 3, Nr. 1 (16.08.2018): 18–22. http://dx.doi.org/10.31538/ndh.v3i1.35.
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Standards of educators and education personnel are one of the eight national standards of education. Standards of educators and educational personnel are the standards governing the qualifications that must be possessed by educators and education personnel, both academic and non academic qualifications. SDN 3 Tamanagung is one of the primary schools in Kabupaten Banyuwangi which has educators and education personnel 8 people. This study aims to analyze the implementation of standard educators and education personnel at SDN 3 Tamanagung Banyuwangi. The method used in this research is qualitative method with descriptive research type. Data collection methods used were interviews, observation, and documentation. Testing the validity of data is done by using triangulation. The result of the research found that the head of SDN 3 Tamanagung has fulfilled the general qualification and special qualification. For educators, there is one teacher SDN 3 Tamanagung who do not meet the minimum qualifications, which is still educated diploma. In non academic qualification, all educators and education personnel at SDN 3 Tamanagung have fulfilled various competency fields, which are pedagogic, personality, social, and professional competence.
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Lestari, Sudarsri. „Analisis Standar Pendidik Dan Tenaga Kependidikan (Studi Di Sdn 3 Tamanagung Banyuwangi)“. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam 3, Nr. 1 (30.03.2018): 18–22. http://dx.doi.org/10.31538/nidhomulhaq.v3i1.106.
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Standards of educators and education personnel are one of the eight national standards of education. Standards of educators and educational personnel are the standards governing the qualifications that must be possessed by educators and education personnel, both academic and non academic qualifications. SDN 3 Tamanagung is one of the primary schools in Kabupaten Banyuwangi which has educators and education personnel 8 people. This study aims to analyze the implementation of standard educators and education personnel at SDN 3 Tamanagung Banyuwangi. The method used in this research is qualitative method with descriptive research type. Data collection methods used were interviews, observation, and documentation. Testing the validity of data is done by using triangulation. The result of the research found that the head of SDN 3 Tamanagung has fulfilled the general qualification and special qualification. For educators, there is one teacher SDN 3 Tamanagung who do not meet the minimum qualifications, which is still educated diploma. In non academic qualification, all educators and education personnel at SDN 3 Tamanagung have fulfilled various competency fields, which are pedagogic, personality, social, and professional competence.
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Waluyanti, Sri, und Herminarto Sofyan. „Tiered teacher competency qualification standards as CPD guide VHS teachers“. Jurnal Pendidikan Vokasi 8, Nr. 1 (28.02.2018): 97. http://dx.doi.org/10.21831/jpv.v8i1.18610.
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The purpose of research is to produce a tiered teacher qualification standards of competence and qualification assessment levels rise as a guide ongoing professional development of teachers of VHS.Type mix of research methods, approaches Research and Development of Richey and Klein (2009, p.8) are limited to 2 stages of development and product validation. Internal validation by expert judgment Delphi Technique 2 rounds and FGD. External validation of the test product on teachers vocational competency skills Techniques Audio Video in Yogyakarta. Retrieving data using questionnaires. Test the validity of the instrument using factor analysis with SPSS version 20, the validity of 77.781% in the high category. Cronbach alpha reliability coefficient of 0.896 in the category of very reliable. Data were analyzed using the Rank-Order of Difference Scores.Stakeholders assess differences in the demands of professional competence and work area clear hierarchy between the teacher. Standard assessment level rise is able to describe the complexity of teaching. Effectiveness qualification standards can be improved mainly through the standard explanation tiered competence and qualifications, assessment of real professional attributes inherent in the everyday lives of teachers.
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Popova, A. Yu, O. G. Khurtsilava, A. V. Meltser, A. A. Pronina, T. I. Aristova, E. S. Tregubova und N. V. Erastova. „PROFESSIONAL STANDARD AS A REGULATION INSTRUMENT OF OCCUPATIONAL ACTIVITIES FOR PREVENTIVE MEDICINE SPECIALISTS“. Hygiene and sanitation 96, Nr. 4 (27.03.2019): 376–82. http://dx.doi.org/10.18821/0016-9900-2017-96-4-376-382.
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The existing classifier of qualifications appears to be replaced by professional standards (PS) for specialists of preventive medicine, approved by the order of the Ministry of labor of RF № 399n from 25.06.2015. This is a multifunctional regulatory document setting requirements for the content, quality and conditions of the work, qualifications and competencies, professional education and training for skills required to meet this qualification, as well as a description of the ethical standards that are obligatory for the acceptance and respect of all members of the professional community. The standard includes the main type of professional activity of specialists of preventive medicine direction - ensuring sanitary and epidemiological welfare of the population and protection of consumers, identifies summarized working functions and corresponding qualification levels for the specialist, as well as requirements for education and practical activities which are necessary for their implementation. For the each working function included into the standard there are identified required knowledge and skills. The Federal educational-methodical Association in the field of the science of health and preventive medicine prepared a new educational standard in which the professional tasks and competences of the future specialist were both harmonized with the labor functions described in the standard and aligned with the major employer of graduates - Federal Service on Surveillance for Consumer rights protection and human well-being. Conclusion. The implementation of the professional standard provides a number of advantages for specialists of preventive medicine, its employers and professors of universities. Continuous updating of professional standards will allow to assess the quality and level of employee competencies, mainstream vocational training programs at all levels, aimed at creating and improving the professionalism of preventive medicine direction.
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Solov’ev, V. P., und T. A. Pereskokova. „Evolution of educational levels and qualifications of graduates of higher education institutions“. Economy in the industry 11, Nr. 1 (12.07.2018): 70–80. http://dx.doi.org/10.17073/2072-1633-2018-1-70-80.
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The article devoted to the changes in the levels of vocational education and the qualifications of graduates of higher education organizations. Simple parameters of graduates of a single-level Soviet higher school in the form of qualifications – the engineer was understandable to consumers and corresponded to the labor qualifications of workers, primarily enterprises. The transition of Russia’s higher education system to a multilevel system led to the establishment of incomprehensible qualifications for employers such as bachelor’s and master’s degrees for university graduates. It is offered to graduates of higher educational institutions, who have mastered the bachelor and master’s programs, to assign not the qualifications, but the academic degrees of bachelor and master. And for the «recognition» of graduates of various universities to give them an annex to the diploma with a list of formed competencies. Presented the stages of changing educational standards, beginning in 1994. Revealed the inconsistency of professional and educational standards regarding the formulation of requirements for the education of workers. The generalized content of the professional standard of a typical production specialist is disclosed. The levels of qualifications of the Labor Code are given. It is shown that graduates of higher education organizations that do not have professional experience will begin to acquire it for 4 or 5 skill levels. The basic level of qualification of bachelors and specialists is 6, which is confirmed in professional standards. Attention is drawn to the formation in the students of the aggregate of two groups of competences: professional and social, which meets the requirements of professional standards of specialists. To guarantee the quality of training, it is proposed to provide a competence model of graduates for approval and review to employers who will compare it with the official duties of employees of relevant qualification levels or with a professional standard.
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Minyurova, S. A., und O. I. Leonova. „Professional Exam: Assessing Teachers’ Qualifications According to Requirements of Professional Standard“. Психологическая наука и образование 21, Nr. 2 (2016): 66–75. http://dx.doi.org/10.17759/pse.2016210208.
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This paper focuses on the issues of applying professional standards for preschool and school teachers in the assessment of teachers’ qualifications and the development of their professional skills. The paper reviews foreign practices in the subject and approaches to the organization of qualification exams for teachers in various countries. The discussed issues include the development of such criteria for assessing the quality of teaching activity that would promote professional skills in teachers as well as reveal the outcomes of this activity in students. The paper concludes with an outline of the key elements of the model of professional exam for teachers as a form of assessment aiming to prove that teachers’ qualifications meet the requirements of the professional standard.
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Prais, S. J., und Karin Wagner. „Productivity and Management: the Training of Foremen in Britain and Germany“. National Institute Economic Review 123 (Februar 1988): 34–46. http://dx.doi.org/10.1177/002795018812300104.
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Following the Institute's previous studies of the training and qualifications of craftsmen in Britain and Germany, this article compares foremen in the two countries. It draws attention to the greater numbers qualifying in Germany, the higher standard of qualification required there, and differences in economic incentives.
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Bora, Mumtaz Y. „Qualification of Automotive RF-IC Packages“. International Symposium on Microelectronics 2014, Nr. 1 (01.10.2014): 000820–25. http://dx.doi.org/10.4071/isom-thp23.
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The use of electronic components in the automotive industry is growing at an accelerated pace due to the transition from mechanical systems to electronic assemblies to meet the needs for automotive safety, comfort, connectivity and infotainment. The major drivers contributing to this growth are electronics systems that support engine controls, airbag systems, crash sensors, remote keyless entries, climate control and telematics. Qualification of automotive components requires compliance to demanding performance, environmental and reliability standards. Specialized manufacturing flows, materials and inspection protocols are required in some cases to meet the requirements of automotive standards. The paper summarizes the qualification of an RF switch per the AEC Q100 standard and reviews the x-sectional analysis and tests conducted to ensure performance and long term reliability.
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Konovalova, I. V. „On the Formation of Programs of Additional Vocational Education According to the Requirements of the Professional Standard “Pedagogue-Psychologist (Educational Psychologist)”“. Psychological-Educational Studies 9, Nr. 3 (2017): 39–47. http://dx.doi.org/10.17759/psyedu.2017090305.
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The specifics of the application of the professional standard "Pedagogue-psychologist (educational psychologist)", which sets the requirements for the qualification of specialists, in the system of additional professional education are discussed. The recommendations on the development of a personified model of additional vocational education in the form of advanced training based on technology for diagnosing the level of competencies of specialists are considered. It is emphasized that it is expedient to determine the necessity, form and direction of additional vocational education for pedagogical psychologists, taking into account the results of the analysis of the qualification requirements contained in the professional standard, the qualification characteristics of the staffing of organizations, as well as the requirements of federal state educational standards for general education. This conclusion is based on the discussion of the results of approbation of the technology of the qualification test, developed by the Moscow State University of Psychology and Education.
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Dmitriev, Denis, Natalia Solovova, Almira Galimova und Marina Belinskaya. „Qualification reference book and teacher professional standard cancellation justification“. E3S Web of Conferences 210 (2020): 18098. http://dx.doi.org/10.1051/e3sconf/202021018098.
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The research is about the Russian qualification reference book and the Russian professional standard "Professional training, professional education and additional professional education teacher" comparison. The Russian professional educational standard was analyzed and main reasons of it’s cancelling were determined and described. The basis of the article is the educational society ambiguous attitude to the professional standard introduction. The Russian professional standard "Professional training, professional education and additional professional education teacher" main principles were dismantled. The main differences of the Russian qualification reference book and the Russian professional standard were given. In the process of this comparison the weak points of professional standard were determined and described. The other researchers and teaching staff attitude the Russian professional standard introduction were also reflected in this article. The professional standard launch cancellation was justified. That is why there are detected main disadvantages of the qualification reference book and these modern and actual stayed. Based on this the conclusion was made that new legal regulatory document is urgently needed. But planned professional standard was underdeveloped.
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Andreyeva, S. Y., und A. V. Butenko. „Implementing Professional Standard for Teachers: the Krasnoyarsk Krai Experience“. Psychological-Educational Studies 8, Nr. 2 (2016): 56–64. http://dx.doi.org/10.17759/psyedu.2016080206.
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In thisarticlewepresenttheKrasnoyarskkraiexperienceinimplementingthe professional standard for teachers. We discuss three key processes in the regional educational system that promote professional growth in teachers in accordance with the professional standard. We developed a model of qualification levels of teachers’ professional skills based upon the particular criteria of perfect performance. This model was employed in the organization of workshops for teacher trainees. Finally, we describe and discuss new practices of assessing teachers’ professional qualification in educational institutions and on the level of the regional educational system in general.
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Zabrodin, Yu M., L. A. Gayazova und P. A. Sergomanov. „Differentiated Levels of Teacher Qualifications and the Structure of the Professional Teacher Standards“. Психологическая наука и образование 21, Nr. 2 (2016): 59–65. http://dx.doi.org/10.17759/pse.2016210207.
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This article discusses and analyzes the questions effect of professional standards for the preparation and development of professional resources, world experience in the development and implementation of professional standards, typical problems and necessary conditions for increasing the efficiency of the development and implementation of professional standards. The formation of labor functions of teaching staff requirements, taking into account the differentiated c skill levels are formulated in the study. Formulated requirements extend requirements for the qualification of workers which are determined with the Russian Ministry of Labor-specific professional activity types. The study proposed options for the construction of the structure of job functions of the professional teacher standard that correspond differentiated levels of staff qualifications.
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Krystopchuk, Tatiana. „ROFESSIONAL TRAINING STANDARDS IN THE EUROPEAN UNION COUNTRIES AND IN UKRAINE: COMPARATIVE ANALYSIS“. Continuing Professional Education: Theory and Practice, Nr. 2 (2019): 63–67. http://dx.doi.org/10.28925/1609-8595.2019.2.6367.
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The article analyzes the normative legal support for the development of professional standards in the context of continuing education in the European countries and in Ukraine. The types of professional standards in the European Union countries that are used in the system of vocational education are distinguished. A typical model of a professional standard of specialist training is presented. The principles of developing professional standards in the system of national education are highlighted: assessment of requirements to the general and professional competencies of certain labour functions and the use of common criteria for their formation; the objectivity of determining the names, content and volume of labor functions by type of employment; taking into account the successful international experience of the countries. It is characterized the program of specialists’ professional training in Germany «Innovations in professional training», the principles of which are: optimization of vocational training for low-income citizens, which requires the reorganization of the financial support system; provision through corporate learning to optimize the transition from one qualification to another; the flexibility of vocational education; expansion of practice bases; increase of employment opportunities; expanding the possibilities of transition from one qualification to another; increasing mobility and level of education; strengthening of the dual system of education; cooperation in the field of industry, education and politics. A comparative analysis of the concepts that make up the scientific thesaurus of the study of standards of vocational training in the countries of the European Union is carried out. It is noted that in the European scientific discourse different names are used to designate the qualifications which are defined in the EU by certain peculiarities: national professional qualifications; certification professional qualifications; professional qualifications. The approaches to professional standards in the European educational space are determined.
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Ларионова, Анна, Anna Larionova, Елена Погребова und Elena Pogrebova. „An analysis of normative legal documents regulating job management processes in the consumer services sphere“. Servis Plus 8, Nr. 3 (01.09.2014): 22–31. http://dx.doi.org/10.12737/5534.
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The article is devoted to the analysis of the standard and legal documents regulating processes of the organization of work in the sphere of consumer services which was carried out in the framework of the development of a branch frame of qualifications in the consumer services sector. The need for a change in the operating system of qualifications for the sphere of consumer services is considered. Special attention is paid to the consideration of standard and legal documents regulating the order of development, approval and implementation of professional standards, coordination of interaction of all the parties interested in the development and approval of the standards. A characteristic of the professional standard is given, and its contents are considered. The authors provide an analysis of the uniform tariff and qualification reference books (as approved in 1984–1986 and a number of issues approved in 1996) for the sphere of consumer services, and substantiate the need for a replacement of these reference books by a system of professional standards. At present, there is no monitoring of the changes of requirements for Russian consumer services’ structure of working professions, knowledge and skills of workers, nor is there an institutional reinforcement or a timely introduction of these changes into the system of education.
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Eremeev, Vladimir, Oleksandr Siechin und Yana Pidbereznia. „Expert System for the Analysis of Qualification Standards in European Countries“. Ukrainian Journal of Educational Studies and Information Technology 5, Nr. 4 (29.12.2017): 14–29. http://dx.doi.org/10.32919/uesit.2017.04.02.
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National standards of education in the Bologna Process countries differ both in the structural and in the substantive parts of the documents. Automation of comparison of qualification levels of different countries allows to provide more effective interaction of university centers in the field of educational services and the labor market. In this article, using the method of Professor V. Osadchy, an expert system of ES for the comparative analysis of the qualification levels of the standards of European countries on the descriptor «Knowledge» was developed. The code of the program is based on the Windows Forms technology in the Microsoft Visual Studio Community 2017 software development environment. The algorithm for comparing the levels related to different standards is implemented in the form of the following operations:
First step. In the studied subject area Q, which contains a textual description of the qualification levels of education, a universal set V is created from elementary semantic units vi with the indication of the measure of each element μ(vi). The semantic content of vi is presented in text form in such a way that the expert has the opportunity to characterize any level of the standard Pu with the help of a subset of Ru from the elements.
The second step. From the list of participants in the Bologna Process, countries and their qualification levels are selected to carry out the comparison.
The third step. Experts fill in the tables with an estimate of the probability of occurrence of elementary semantic units vi in the subset Ru for the chosen qualification level.
The fourth step. We calculate the measures of the subset μ(Ru) and display the results of calculations on the display screen.
The use of this algorithm made it possible to create a convenient software product for conducting a comparative analysis of the national standards of education in European countries. Efficiency tests were carried out in various modes of filling the initial forms. Using the example of comparing the NQFU standards and the EQF standard for the «Knowledge» descriptor, the reliability of the functioning of all forms of the program, the stability of the output of information with respect to unauthorized actions of experts, and the convenience provided to the user by the interface when filling out the tables are shown. It is shown that the zero level of the NQFU standard is consistent with the first level of the EQF standard, and the first, second and third levels of the NQFU standard are close, respectively, to the second, third and fourth levels of the EQF standard.
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Yavirach, Natepanna. „The Study of Export-Import Logistics Operation Competence of Thai Employee for Asian Economic Community“. Case Studies in Business and Management 3, Nr. 2 (02.08.2016): 82. http://dx.doi.org/10.5296/csbm.v3i2.9836.
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This research was conducted to support the opening of the Asian Economic Community through the import-export logistic management operation of Thai employee competence. This approach is an innovative concept in Thailand with regards to the application of standard practices for occupation competency in logistic industries. This is the first time of Thai employee competency standard measurement. This can be ensured by obtaining a qualification test and certification from The Institute of Thailand Professional Qualification Standard Institute. Export-import’s competency standard collected by using focus groups from top management and expertise employees in terms of export and import operation.The research objective is to identify the standard competence of workers for export and import custom operation with the standard practice in terms of the entrepreneurial requirements. Furthermore, export and import competency standard be practiced for internationally as ISO 17024 standardization. As well as export and import operation standards with AEO international operations for the Asian Economic Community in 2016.The research scope of the study related to custom clearance and custom broker employee in term of standard of occupation competency by using the Functional Analysis, Functional Map which consists of Key Purpose, Key Role and Key Function in relation to the unit of competence which consists of Element of competency, Performance Criteria, Range Statement, Evidence Requirement and Assessment Guidance and setting the competency level form for each career.Keywords: Competency Standard, Professional Qualification, Export-Import, Logistic Operation, Competence, Custom Broker
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DeRose, Paul C., und Ute Resch-Genger. „Recommendations for Fluorescence Instrument Qualification: The New ASTM Standard Guide“. Analytical Chemistry 82, Nr. 5 (März 2010): 2129–33. http://dx.doi.org/10.1021/ac902507p.
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Knight, Derrick P. „Testing the limits of reverberation room qualification standard AHRI 220“. Journal of the Acoustical Society of America 143, Nr. 3 (März 2018): 1906. http://dx.doi.org/10.1121/1.5036205.
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Бутова, С., S. Butova, О. Несоленая und O. Nesolenaya. „Problems of Implementation of the Professional Standard «Specialist in the Field of Labour Protection»“. Management of the Personnel and Intellectual Resources in Russia 8, Nr. 1 (27.03.2019): 50–55. http://dx.doi.org/10.12737/article_5c505aeca2c240.04206535.
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Problems and prospects for the implementation of professional standards in the Russian reality is one of the most urgent topics for discussion in the professional community. The professional standard «Specialist in the field of labour protection» defines the qualification requirements, among which are the requirements for education. The number of specialists with higher education in the field of «Technosphere safety» is limited due to the fact that such training of bachelors began in Russia only in 2009. In addition to the qualification requirements, the professional standard also establishes the labour functions of workers occupying the position of labour protection specialist, which should be reflected in the employment contract. And the name of the position should coincide with the names presented in the professional standard. The authors analyse the necessity and problems of implementing the professional standard «Specialist in the field of labour protection».
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Kovac, Tanja. „New perspectives and evaluation of training for Event Management“. Technium Social Sciences Journal 8 (10.05.2020): 8–21. http://dx.doi.org/10.47577/tssj.v8i1.544.
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The purpose of this research was to identify opportunities for Event Managers to gain certification and recognition for their knowledge, skills and competences. The results of the research can represent a base for developing a National Qualifications Standard of Event Management, and a reference to develop the European Qualification Framework (INVENT 2017-1-UK01-KA202, 2018). The aim of this research was to determine an effective view of Event Management and the Event Manager’s career path for future reference. The survey showed some gaps in formal and informal educational programs of Event Management in Slovenia, and some suggestions to improve the quality of that field and how to train the teachers who train Event Managers follow. To evaluate the hypothesis, a model for assessing education programs of event management has been developed, using the computer program Dexi. This instrument serves to verify the presence or absence of skills from the National Qualification Standard. The system allows you to check if the quality of the education program is appropriate, and what needs to be done to improve the quality.
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Oliver, Rhonda, und Haig Yvonne. „Teacher perceptions of student speech“. Australian Review of Applied Linguistics 28, Nr. 2 (01.01.2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.
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Abstract This study reports on teachers’ attitudes towards their students’ speech varieties of English. A sample of 172 primary, district high and secondary teachers in Western Australian schools was surveyed on their attitudes towards language variation and towards their students’ use of specific English variants. The teachers were found to have generally conservative attitudes, particularly with regard to their students’ use of non-standard features. These features were also associated with falling language standards. The impact of the teacher background factors of gender, age, level of teaching qualification, teaching experience and professional development on attitudes was also considered. However, only teacher qualifications and length of experience were found to be significant and this influence was restricted to attitudes towards language varieties. Such findings have important implications for speakers of non-standard sociolects who would tend to use these features more often. It is of particular concern where teachers associate the use of non-standard varieties with lower academic ability as has been found in other research. The findings suggest that teachers need to understand the relationships between standard and non-standard varieties, written and spoken forms, formal and informal registers, and developmental and non-standard features.
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A.I., Kolisnichenko. „INTERNATIONAL QUALIFICATION REQUIREMENTS AND STANDARDS FOR THE FOREIGN LANGUAGE TEACHER TRAINING IN THE EUROPEAN EDUCATIONAL AREA“. Collection of Research Papers Pedagogical sciences, Nr. 95 (02.08.2021): 98–103. http://dx.doi.org/10.32999/ksu2413-1865/2021-95-14.
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The scientific article is devoted to the formation of the international qualification requirements list and general and specific standards for the foreign language teacher training in the European model of teacher education. The author highlights the state of research and analyzes the European requirements for the profession of teacher in general and foreign language teachers in particular, which provided an opportunity to explore key aspects of the profession and ways of its development in the nearest future. The topicality of the researched question,which consists of the introduction and observance of the international requirements in the course of foreign languages teacher training during formal pedagogical education, is defined. The publication also defines the concept of “professional foreign language teacher training”, as a result of which the compliance of teacher training programs and international requirements with standards which are implemented in the European educational area is analyzed.The article reviews the stages of creating an international qualifications framework, and the preconditions for its emergence, as well as clarifies which framework were the basis and the time of its adoption and implementation. The author reveals the features of the national qualifications framework of European countries, their purpose and function.The publication identifies the stages of creating a list of international requirements for the quality of specialist qualifications, describes their essence and features. The study revealed the structural components of the qualification framework, including knowledge, skills, and competencies. The structure of qualification requirements for the foreign language teacher profession is also exposed.In the process of reviewing the qualification framework, the requirements for professional training, which are specified in the educational standards of the countries and the concept of standard in teacher education, are revealed. There are four main goals of international standards for FL teacher training and their types. The list of standards for the future foreign language teacher training is defined, which are divided into three basic sections: professional values and qualities; professional knowledge; professional skills. As a result of the qualification requirements, the qualification framework study, international requirements and standards of foreign language teaching, a positive impact on the quality of foreign language teacher training in pedagogical education of the European educational area was revealed.Key words: qualification requirements, professional training standards, national qualification framework, professional foreign language teacher training, quality of formal pedagogical education, European educa-tional area. Наукова стаття присвячена питанню формування переліку міжнародних кваліфікаційних вимог та загальних і специфічних стандартів до підготовки вчителів іноземних мов у європейській моделі педагогічної освіти. Авторка висвітлює стан дослідження питання та здійснює аналіз загальноєвро-пейських вимог до професії педагога загалом та вчителя іноземних мов зокрема, який дав можливість дослідити ключові аспекти професії та шляхи її розвитку у найближчій перспективі. Визначено актуальність досліджуваного питання, яка полягає у впровадженні та дотриманні запропонованих міжнародних вимог у процесі підготовки вчителів іноземних мов протягом формальної педагогічної освіти. У публікації наведено визначення поняття «професійна підготовка вчителя іноземних мов», унаслідок чого аналізується відповідність програм підготовки вчителів міжнародним вимогам та стандартам, які впроваджені у європейському освітньому просторі.У статті здійснено огляд етапів створення міжнародної кваліфікаційної рамки та передумов її виникнення, а також з’ясовано, яка рамка було базовою, час її прийняття й запровадження. Авторка розкриває особливості національних кваліфікаційних рамок країн Європи, їх мету створення та функції.У публікації визначено етапи створення переліку міжнародних вимог до якості кваліфікацій фахівців, описано їхню сутність та особливості. У результаті дослідження виявлено структурні компоненти кваліфікаційної рамки, серед яких слід назвати знання, уміння, компетентності. Також наведено структуру кваліфікаційних вимог до професії вчителя іноземних мов.В процесі огляду кваліфікаційної рамки у питанні якості підготовки фахівців виокремлено вимоги до професійної підготовки, які зазначені в освітніх стандартах окремих країн, а також розкрито поняття стандарту у педагогічній освіті. Виокремлено чотири основних цілі укладання міжнародних стандартів для підготовки вчителів та їх види. Визначено перелік стандартів для підготовки майбутніх учителів іноземних мов, які поділяються на три базові секції, такі як професійні цінності та якості; професійні знання та вміння; професійні навички. У результаті дослідження кваліфікаційних вимог кваліфікаційної рамки, міжнародних вимог та стандартів навчання іноземних мов виявлено позитивний виплив на якість підготовки вчителів іноземних мов у педагогічній освіті Європейського освітнього простору.Ключові слова: кваліфікаційні вимоги, стандарти професійної підготовки, національна кваліфікаційна рамка, професійна підготовка вчителя іноземних мов, якість формальної педагогічної освіти, Європейський освітній простір.
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Pandey, Vinayak. „Minimum Requirements for a Successful Automotive Qualification With Focus on Packaging“. Additional Conferences (Device Packaging, HiTEC, HiTEN, and CICMT) 2019, DPC (01.01.2019): 000258–83. http://dx.doi.org/10.4071/2380-4491-2019-dpc-presentation_ta3_064.
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Requirements off Automotive Tier1s and OEMs Klaus Pietrczak JCET Group, 46429 Landing Parkway, Fremont, CA 94538 Klaus.Pietrczak@statschippac.com The automotive market size for power and discrete devices is growing at a rate of greater than 7 percent. Market drivers for this growth include ADAS, Infotainment and Powertrain. Getting an automotive device from initial specification to high volume manufacturing (HVM) can take four years compared to the typical three to six months it takes a consumer device. The requirements for automotive devices are much more complex. Increasing electronic content and zero failure over 15 years of lifetime are the major drivers for the ever increasing reliability requirements. The major document for any automotive device is the Production Part Approval Process (PPAP). This presentation will show the required content for the PPAP and which roles in an organization will contribute to it. There will also be a deeper dive into the three major automotive standards: IATF16949, AIAG and AEC. For each standard covered in-depth looking at the purpose, what the goal of the standard is, and a few examples for better understanding. Also covered will be the fact that even with all of these standards, not everything is covered. The device manufacturer having specific requirement on top of the standard requirements are more the standard rather than the exception. We will go into detail regarding who has to deliver what to which section and how they are all linked and interacting. The content on the standards will be completed by a look at the upcoming ISO26262-11, its intent, scope and expected influence on Semiconductor and OSATs. Finally, a look to some of the less defined but still important pieces of the puzzle. Examples of these include failure analysis procedure, product change/cancellation notification and data retention. While not an exhausting list, more often than not each is an important part of the business. An explanation of the purpose and typical requirements for these will be presented. This comprehensive review will give anyone targeting automotive business an overview of all that is required for automotive devices and the timeline to expect to get to HVM.
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Bodrov, A. V. „Diploma of Postgraduate Education Est Dissertation?“ Higher Education in Russia 27, Nr. 7 (31.07.2018): 79–85. http://dx.doi.org/10.31992/0869-3617-2018-27-7-79-85.
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This article focuses on the problem of the relationship between the procedure for state final attestation in postgraduate study and the readiness of a thesis. The presence of contradictions in the normative legal acts of the Ministry of Education and Science of Russia, which regulate the issues of training scientific and pedagogical personnel in postgraduate study, was noted. The author suggests possible ways of solving the problem related to the preparation of scientific and qualification work and the completion of postgraduate study in the part of normative language in the educational standard. The offered formulation “scientific qualification work being prepared (Thesis)” orients the federal state educational standards towards “qualification”, which enables a greater number of postgraduates to get access to state final attestation.
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Reinhart, Gunther, Ralf-Gunter Gräser und Robert Klingel. „Qualification of Standard Industrial Robots to Cope with Sophisticated Assembly Tasks“. CIRP Annals 47, Nr. 1 (1998): 1–4. http://dx.doi.org/10.1016/s0007-8506(07)62772-3.
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Perminova, O. P., T. A. Petrunina und E. V. Fomenko. „Attestation and evaluation of the teacher’s qualification compliance with the Professional standard of the teacher: experience of Khabarovsk Krai“. Psychological-Educational Studies 8, Nr. 2 (2016): 65–86. http://dx.doi.org/10.17759/psyedu.2016080207.
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The article is dedicated to the experience of pilot projects of approbation of the Standard of “Teacher’s” professional activity (educational activities in the field of preschool, primary general, basic general, secondary education) (tutor, teacher)" in Khabarovsk Krai in terms of attestation and evaluation of the teacher’s qualification compliance with the Professional standard of the teacher. Possible variants of models of teacher attestation, approaches to the criteria of teacher evaluation in the process of attestation are analyzed; the model of “Attestation for the identification of qualification category (differentiated qualification level)” is described. Basing on the understanding of the Professional standard as a complex and multi-aspect mechanism, the authors come to conclusion about the necessity of changing the procedure of educators attestation (tutors and teachers), of creating a system of attestation that meets the challenges of time and is aimed at motivating teachers to continuous development.
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Rossiev, Victor. „Qualifications for Legal Advisors“. Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2020, Nr. 2 (02.10.2020): 168–76. http://dx.doi.org/10.21603/2542-1840-2020-4-2-168-176.
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The present research featured criteria of qualified legal assistance. The research objective was to determine the professional and educational qualifications of legal advisors. The current domestic legislation has no legal concept of qualified legal assistance, only some contradicting qualification requirements for lawyers. Since legal assistance requires protection of the interests of the person in a jurisdictional order, the author considered it as the activity of a court agent. The article provides a flexible concept of qualified legal assistance that meets modern requirements of the legal services market. The author proved that it is impossible to establish uniform educational and professional qualifications for all legal advisors. Recognizing the requirement for a higher legal education as reasonable, the author claims that the knowledge of the actual circumstances of the case can sometimes attest to the qualification of the representative. Therefore, each case requires a balance of competence. The research included a thorough analysis of the Concept of Regulation of the Professional Legal Assistance Market issued by the Ministry of Justice of the Russian Federation. The paper explains the objective obstacles to the implementation of these provisions. The author also analyzed the draft professional standard of a lawyer, submitted in March 2020 by the Ministry of Labor and Social Protection of the Russian Federation, and found it lacking, imbalanced, and contradicting to federal laws. Thus, any unified qualifications for lawyers are premature.
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Huk, L. P. „Standard and New Forms of Employment: Diversification of Opportunities in the Context of Digitalization and Globalization“. Business Inform 1, Nr. 516 (2021): 224–31. http://dx.doi.org/10.32983/2222-4459-2021-1-224-231.
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The article is aimed at examining the current trends in the formation of employment structure and the peculiarities of both the standard and the «new» models of labor to determine the risks and opportunities for using various forms of employment in Ukraine in the conditions of the crisis of instability. The factors of demand (regulation of employment, creation of conditions for the development of highly intellectual employment and individual economic activity, technological development, economic cycles, etc.) and supply (personal characteristics of employees: age, gender, education, level of qualification) are analyzed, which influence the choice of employment forms and determine their use in the national labor market. The peculiarities (employment mode, remuneration and qualifications of employed people, their socio-demographic characteristics) of certain forms of employment in Ukraine are disclosed on the basis of the analysis of microdata of a sample survey of the population on issues of economic activity. It is determined that in Ukraine the most common was a permanent form of employment, other more flexible or even precarious forms of employment developed and functioned along with it, the regularities of usnig them were determined by the interaction of factors of the labor supply and demand. The results of the research justify the existence of a link between the stability of the form of employment and the factors of the labor supply, which include age, gender and educational qualification level. It is proved that the achievement of competitiveness of the national labor market will be determined by the complex use of various forms of employment to balance the demand and supply of labor in the conditions of digitalization and globalization of the economy.
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Borra Vamsi, Hemanth Kumar S, Patel P R und Gowrav M P. „Vendor Qualification and Evaluation in Pharmaceutical Industry“. International Journal of Research in Pharmaceutical Sciences 11, Nr. 2 (18.04.2020): 1987–94. http://dx.doi.org/10.26452/ijrps.v11i2.2129.
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To deliver a high quality and safe medicines, it is a must to certify the vendor according to the GMP requirement. This qualification is done to prevent the adverse events, prevent the recalls or serious illness or death due to the low standard quality of manufactured medicines. Vendor qualification is the process by which a vendor is assessed to determine, if it can provide the required goods or services to the standards that the purchasing company requires. This article explains about the detailed procedure for qualifying raw material vendors, packaging vendors and service providers. This also explains the vendor assessment and the reassessment. Vendor re-assessment must be carried out at least once a year for each packaging material and the raw material. The manufactured part number is used for tracking. Supply Chain Management team (SCM) should request the QA department to generate Manufacturing Part Number. Explained about the vendor rating. The vendor must be disqualified if the batch will not adhere to specification of critical tests. For further evaluation and investigation, vendor must be once again qualified. Vendor must be informed regarding the removal and the reasons must be explained clearly. Vendor Relationship Management (SRM), is systematic planning and managing of all interactions with suppliers to maximize its value.
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Bolon, Craig. „School-based Standard Testing“. education policy analysis archives 8 (12.05.2000): 23. http://dx.doi.org/10.14507/epaa.v8n23.2000.
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School-based standard testing continues to evolve, yet in some ways it remains surprisingly close to its roots in the first two decades of the twentieth century. After use for many years as a diagnostic and as a filter for access to education, in the closing years of the century it has been pressed into service for state-run political accountability programs. In this role, it is generating vehement controversy that recalls protests over intelligence testing in the early 1920s. This background article explores primary characteristics and issues in the development of school-based standard testing, reviews its typical lack of qualification for political accountability programs, and suggests remedies to address major problems. In general, the attitude toward new techniques of assessment is skeptical, in light of the side-effects and unexpected problems that developed during the evolution of current techniques.
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Satterfield, Mary B., Marc L. Salit und Steven J. Choquette. „Use of Standard Reference Material 2242 (Relative Intensity Correction Standard for Raman Spectroscopy) for microarray scanner qualification“. BioTechniques 45, Nr. 2 (August 2008): 143–52. http://dx.doi.org/10.2144/000112818.
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Laurent, Ph, F. X. Esnaut, K. Gibble, P. Peterman, T. Lévèque, Ch Delaroche, O. Grosjean et al. „Qualification and frequency accuracy of the space-based primary frequency standard PHARAO“. Metrologia 57, Nr. 5 (01.10.2020): 055005. http://dx.doi.org/10.1088/1681-7575/ab948b.
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Rizzo, Davinia, und Mark Blackburn. „The History of a Decision: A Standard Vibration Test Method for Qualification“. Journal of the IEST 60, Nr. 1 (01.01.2017): 9–20. http://dx.doi.org/10.17764/1098-4321.60.1.9.
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Abstract As MIL-STD-810G, Environmental Engineering Considerations and Laboratory Tests, and subsequent versions have incorporated multiple-degree-of-freedom (MDOF) vibration test methodologies, it is important to understand the history and factors that drove the original decision in MIL-STD-810 to focus on single-degree-of-freedom (SDOF) vibration testing. Examining the thought process behind early MIL-STD-810 vibration test methods is useful when considering MDOF testing now that it is feasible with today's technology and documented in MIL-STD-810. This paper delves into the details of the decision made in the 1960s to develop the SDOF vibration testing standards in MIL-STD-810 beyond the limitations of technology at the time. This paper also considers the implications for effective test planning today considering the advances in test capabilities and improvements in understanding of the operational environment.
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Villa, Jose D., John J. Christopher, K. Blake Mitchell, Erika K. Hussey, John W. Ramsay und Stephanie A. T. Brown. „Assessment of the Relationship between Military Weapon Qualification Scores and Attributes of Simulated Marksmanship Mission Readiness“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, Nr. 1 (November 2019): 1264–68. http://dx.doi.org/10.1177/1071181319631073.
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The U.S. military uses performance in standardized weapons qualification tests as one benchmark of mission readiness. However, validity concerns have risen about the current qualification model in regards to its suitability to measure marksmanship ability in realistic, battlefield conditions as well as its relevance with recent weapon technological advancements. The present analysis provides an initial look at the relationship between performance in a standard weapons qualification test (qualification score) and performance attributes of marksmanship recorded prior to a field training mission. Marksmanship performance was measured using a simulator and a combined static-dynamic methodology capable of assessing the entire marksmanship process of moving, locating, positioning, and engaging targets. Results indicate that qualification scores in the current qualification model are a poor predictor of slow, untimed static marksmanship and a good predictor of high-paced dynamic marksmanship timing and mobility performance attributes during a rested state, prior to embarking on a mission.
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Yamburg, Evgenii Aleksandrovich. „Where is the good of the professional standard for teachers?“ Moscow University Pedagogical Education Bulletin, Nr. 3 (30.09.2013): 3–13. http://dx.doi.org/10.51314/2073-2635-2013-3-3-13.
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The question of standardization applicability to the teaching activity and the problem of fair teaching qualification assessment are discussed in the article. The author claims that the professional standard is the implementation tool for the education strategies. Therefore the standard is occasionally the subject to review. The quality changes in the teaching personnel training and retraining system are pointed out.
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Wongchantra, Prayoon. „The model of field environmental education action camp for development learning standard on higher education qualification framework of Thailand“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 1 (26.08.2017): 392–99. http://dx.doi.org/10.18844/prosoc.v4i1.2281.
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Zhang, Xiaowen, Jiguang Wang und Zhenyu Bai. „Research on the Status Quo of In-use vehicle Environmental Protection Regular Inspection in Tangshan“. E3S Web of Conferences 165 (2020): 06059. http://dx.doi.org/10.1051/e3sconf/202016506059.
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The project team collected more than 1 million in-use vehicles environmental protection regular inspection data for analysis, the data of annual inspection in Tangshan area are sorted out and analyzed, the conclusion is as follows: 1. The weighted average qualification rate of each inspection method for in-use vehicles in Tangshan was 87.9%. 2. The weighted average qualification rate of different emission stages of VMAS is 88.7%, the weighted average qualification rate of different emission stages of TSIC is 93.9%, the weighted average qualification rate of FRAC in different emission stages is 98.3%, and the weighted average qualification rate of LUGDOWN in different emission stages is 77.8%. 3. After the implementation of the new standard, the qualified rate of TSIC and LUGDOWN in Tangshan will be greatly reduced, but it has little influence on the qualified rate of VAMS and FA.
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Феклин und S. Feklin. „Occupational Standard of Educator: from Theory to Practice“. Profession-Oriented School 5, Nr. 1 (20.02.2017): 4–13. http://dx.doi.org/10.12737/24664.
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In accordance with the Order of the Ministry of Labour of Russia from 25.12.2014 n 1115n from January 1, 2017 came into force many occupation standards to be applied in the field of education, including occupational standard of educator. In the Letter of the Russian Ministry of Education from 03.03.2015 n 08–241 “On the postponement of the application of occupational standard of the educator” it is not recommended to apply till 01.01.2017 to the teaching staff of organizations engaged in educational activities, qualification requirements established by the occupational standard of educator (including the definition of the need for professional training and certification). This article describes the legal basis of the introduction of professional standards at the level of the educational organization and provides recommendations for their use.
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Strelkova, Irina. „Professional retraining for developing staff resources in libraries and professional relevancy in the labor market“. Scientific and Technical Libraries, Nr. 3 (01.03.2016): 85–91. http://dx.doi.org/10.33186/1027-3689-2016-3-85-91.
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The experience of further training of top managers and other professionals of Belarus libraries in the area of “Software support of automated library and information systems” and awarding the qualification of software engineer is discussed. The academic disciplines within this new qualification are listed; links to official documents, namely, The Educational Standard and Sample Academic Plan for retraining in this area is given.
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Marsh, H. N. „RTP-1: A Standard for Reinforced Plastic Corrosion-Resistant Equipment“. Journal of Pressure Vessel Technology 114, Nr. 3 (01.08.1992): 369–75. http://dx.doi.org/10.1115/1.2929054.
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The use of FRP (also known as RTP—reinforced thermoset plastic) in chemical process service has grown rapidly since introduction due to its unique corrosion-resistant properties and cost effectiveness. There have been some failures due to inadequate specifications, poor design or improper fabrication. An ASME Committee was formed to provide a standard and ASME/ANSI RTP-1 “Reinforced Thermoset Plastic Corrosion Resistant Equipment” was approved as an American National Standards Institute (ANSI) Standard in March 1989. The Standard applies to stationary vessels operating at pressures not exceeding 15 psig external and/or 15 psig internal above any hydrostatic head. This article describes the detailed specification process, the methods for design and fabrication, material requirements, procedures for qualification of a shop and its personnel, the fabricator’s Quality Control Program, and inspection and testing required by the Standard. It is recognized that there will be significant costs associated with fabrication of vessels to this standard. The careful preparation of the specifications, the conservative approach to design, the qualification of the Fabricator’s shop and personnel, the inspection of incoming raw materials, the inspection and testing of the finished vessel and the services of the mutually acceptable Inspector are all cost items. Balancing these costs will be the benefits of improved safety and reliability, long life, low maintenance, and hopefully less litigation and liability. It is believed that, on an overall long-term cost basis, these benefits will far outweigh the added costs.
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Клімакова, C. М. „State of Professional Preparation of Future Physical Training Teachers to Teach Swimming at Children’s Holiday Camps“. Teorìâ ta Metodika Fìzičnogo Vihovannâ, Nr. 1 (09.04.2016): 40–48. http://dx.doi.org/10.17309/tmfv.2016.1.1133.
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The paper reviews the state of professional preparation of future physical education teachers relying on the comparison of the fundamental documents that shape the professional competence of a swimming instrucror at children’s holiday camps.
The author analyzes and compares the compliance of the educational-qualification standard in the physical education speciality with the requirements of the swimming instructor’s professional duties at children’s holiday camps. The paper compares the compliance of the swimming curricula of the School of Physical Education of H. S. Skovoroda Kharkiv National Pedagogical University with the educational-qualification standard in the physical education speciality and the requirements of the swimming instructor’s professional duties at children’s holiday camps.
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Littlewood, Simon, Patricia Marsden, Caroline Harvey, Alex Landau und Kim Voerman. „The new MFDS examination: making an inspired choice“. Faculty Dental Journal 11, Nr. 3 (Juli 2020): 102–5. http://dx.doi.org/10.1308/rcsfdj.2020.94.
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The Diploma of Membership of the Faculty of Dental Surgery (MFDS) is the newly re-established dental qualification of the RCS, which plays an important part in marking progression in dental careers. This article describes how the MFDS has been redesigned to provide a modern, innovative and relevant assessment for today’s dentists keen on professional development, and highlights some of the potential benefits of gaining this gold standard postgraduate qualification.
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Kim, Minkyoo, Jeong-Yoon Cho und Nakhyun Song. „Measure of NCS(National Competency Standards)-based Mutual Recognition of Qualification through common occupational standard between Korea and Australia“. Journal of Skills and Qualifications 8, Nr. 2 (31.08.2019): 103–21. http://dx.doi.org/10.35125/jsq.2019.8.2.103.
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Sagaydak, A. I., V. V. Bardakov, S. V. Elizarov und V. I. Ivanov. „STANDARDS FOR THE TECHNICAL STATE TESTING OF REINFORCED CONCRETE STRUCTURES BY MEANS OF ACOUSTIC EMISSION METHOD“. Kontrol'. Diagnostika, Nr. 264 (Juni 2020): 32–39. http://dx.doi.org/10.14489/td.2020.06.pp.032-039.
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The review of 3 standards in the field of concrete and reinforced concrete acoustic emission testing, developed and issued by International Organization for Standardization in 2019 is provided in the article. The first standard describes the process of acoustic emission signals measuring in concrete and reinforced concrete. The second standard describes test method for damage qualification of reinforced concrete beams. This standard allows dividing the damage degree of reinforced concrete beams into 3 groups: minor, intermediate, heavy. The third standard describes method for active cracks classification in concrete. This standard allows dividing growing cracks into 2 types: tensile cracks and other crack types (shear). Experimental studies on the correctness assessment of these standards by reinforced concrete beams three-point bending testing with incremental cyclic load were carried out. In total 5 RC beams of heavy concrete with different concrete strength and reinforcing type were tested. Based on the testing results the correctness of the criteria and methods presented in the standards was confirmed.
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Sagaydak, A. I., V. V. Bardakov, S. V. Elizarov und V. I. Ivanov. „STANDARDS FOR THE TECHNICAL STATE TESTING OF REINFORCED CONCRETE STRUCTURES BY MEANS OF ACOUSTIC EMISSION METHOD“. Kontrol'. Diagnostika, Nr. 264 (Juni 2020): 32–39. http://dx.doi.org/10.14489/td.2020.06.pp.032-039.
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The review of 3 standards in the field of concrete and reinforced concrete acoustic emission testing, developed and issued by International Organization for Standardization in 2019 is provided in the article. The first standard describes the process of acoustic emission signals measuring in concrete and reinforced concrete. The second standard describes test method for damage qualification of reinforced concrete beams. This standard allows dividing the damage degree of reinforced concrete beams into 3 groups: minor, intermediate, heavy. The third standard describes method for active cracks classification in concrete. This standard allows dividing growing cracks into 2 types: tensile cracks and other crack types (shear). Experimental studies on the correctness assessment of these standards by reinforced concrete beams three-point bending testing with incremental cyclic load were carried out. In total 5 RC beams of heavy concrete with different concrete strength and reinforcing type were tested. Based on the testing results the correctness of the criteria and methods presented in the standards was confirmed.
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Yu, Sung-Kon, Kwang-Soo Nam, Sun-Myung Kim und Seung-Han Baek. „Duty Analysis and Contents Standard Revision of National Qualification in the Field of Mine Reclamation Utilizing National Competency Standard“. Journal of the Korean Society of Mineral and Energy Resources Engineers 52, Nr. 6 (01.12.2015): 614–26. http://dx.doi.org/10.12972/ksmer.2015.52.6.614.
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Stoychyk, Tetyana. „STANDARDIZATION IN THE SYSTEM OF VOCATIONAL EDUCATION AND TRAINING“. Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, Nr. 1 (7) (2018): 66–69. http://dx.doi.org/10.17721/2415-3699.2018.7.18.
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The question of standardization of education as a component of determining the level of its quality is considered on the basis of regulation mechanisms and evaluative technologies – state attestation and accreditation of educational institutions. The attempt to streamline the conceptual apparatus of the current legislation in the field of vocational education in accordance to the requirements of modernity in particular includes the terms "standard", "state social standards", "standard of education", "state standard of vocational (vocational) education", "service of education" ; certain objects of standardization (the content of vocational education and its formation system); forms and periodicity of checking the level of knowledge, skills and professional qualifications of students, students of vocational education institutions; means of qualification certification of graduates; educational and planning documentation. It is emphasized the importance of introducing into the system of vocational education such concepts as "state standard" and "professional standard". The author's vision of improvement of the current legislation is proposed by specifying the tasks of professional education in the light of the draft Law of Ukraine "About vocational education"; directing efforts to systematically support the image of an educational institution, ensuring high results of doing, adherence to the requirements of the implementation of the state plan and the placement of graduates; development of the state standards of vocational education for each working profession on the basis of a competent approach. It is determined that other components of educational activity - management, financial-economic and commercial-production – need to be standardized. The ways of further improvement of the professional world system are proposed: approximation of the content of the state standards of the VET to the requirements of employers, dynamic response to socio-demographic challenges, work on increasing the prestige of the workers 'professions, licensing of workers' professions and certification of UPTE.
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Arifin, Bustomi. „DINAMIKA GURU/PENDIDIK PAUD DI SURABAYA“. MOTORIC 2, Nr. 1 (17.01.2019): 1–9. http://dx.doi.org/10.31090/paudmotoric.v2i1.686.
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Education for early childhood children is an essential factor in regard to children development since this factor influences ability, way of thinking, social interaction and other children developments. Teacher is one of numerous tools that need to be prepared in order to achieve the main goals of education for children. The present study aims to elaborate the importance of qualification standards for early childhood children that are enacted by the Indonesian government through the Ministry of Education and Culture. The present study concludes that Surabaya is having great development concerning educational organization which focus on early childhood children. Unfortunately, this significant development does not followed by qualified teacher based on the regulation that is enacted by the government through the Ministry of Education and Culture.
Keywords: Early Childhood Teacher, Children Development, Qualification Standard
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Nguyen Dinh, Huy, Tinh Cao Thanh, Tung Nguyen und Oanh Cao Thi Be. „Necessary optimality conditions in nonsmooth semi-infinite multiobjective optimization under metric subregularity“. Science & Technology Development Journal - Engineering and Technology 3, SI3 (22.01.2021): SI52—SI57. http://dx.doi.org/10.32508/stdjet.v3isi3.637.
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We consider nonsmooth semi-infinite multiobjective optimization problems under mixed constraints, including infinitely many mixed constraints by using Clarke subdifferential. Semi-infinite programming (SIP) is the minimization of many scalar objective functions subject to a possibly infinite system of inequality or/and equality constraints. SIPs have been proved to be very important in optimization and applications. Semi-infinite programming problems arise in various fields of engineering such as control systems design, decision making under competition, and multiobjective optimization. There is extensive literature on standard semi-infinite programming problems. The investigation of optimality conditions for these problems is always one of the most attractive topics and has been studied extensively in the literature. In our work, we study optimality conditions for weak efficiency of a multiobjective semi-infinite optimization problem under mixed constraints including infinitely many of both equality and inequality constraints in terms of Clarke subdifferential. Our conditions are the form of the Karush-Kuhn-Tucker (KKT) multiplier. To the best of our knowledge, only a few papers are dealing with optimality conditions for SIPs subject to mixed constraints. By the Pshenichnyi-Levin-Valadire (PLV) property and the directional metric subregularity, we introduce a type of Mangasarian-Fromovitz constraint qualification (MFCQ). Then we show that (MFCQ) is a sufficient condition to guarantee the extended Abadie constraint qualification (ACQ) to satisfy. In our constraint qualifications, all functions are nonsmooth and the number of constraints is not necessarily finite. In our paper, we do not need the involved functions: convexity and differentiability. Later, we apply the extended Abadie constraint qualification to get the KKT multipliers for weak efficient solutions of SIP. Many examples are provided to illustrate some advantages of our results. The paper is organized as follows. In Section Preliminaries, we present our basic definitions of nonsmooth and convex analysis. Section Main Results prove necessary conditions for the weakly efficient solution in terms of the Karush-Kuhn-Tucker mult iplier rule with the help of some constraint qualifications.