Dissertations / Theses on the topic 'Apprenticeships'
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Powers, Ted. "Church planting apprenticeships developing laborers for the harvest /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Full textHoughton, Joanna Mary. "Apprenticeships in England : where policy does not meet practice." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723506.
Full textSmith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.
Full textJordaan, CJ, and A. Bezuidenhout. "Constraints leading to the shortage of skilled motor mechanics in South Africa." Tshwane University of Technology, 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001154.
Full textMacAuley, Lorien Eleanora. "On - Farm Apprenticeships: Labor Identities and Sociocultural Reproduction within Alternative Agrifood Movements." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80966.
Full textPh. D.
Freese, Lauren N. "Corporate Apprenticeships in Design Research: Interdisciplinary Learning Practices of an Emergent Profession." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535465775968169.
Full textFentem, Matthew A. [Verfasser], and Dieter [Akademischer Betreuer] Schulz. "Dark Apprenticeships: The Novels of John Irving / Matthew A. Fentem ; Betreuer: Dieter Schulz." Heidelberg : Universitätsbibliothek Heidelberg, 2012. http://d-nb.info/1179785711/34.
Full textWright, Barry. "What is the perceived effectiveness of fully on-the-job training for carpentry apprenticeships?" Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/167953.
Full textMasters by Research
ALBUQUERQUE, SABRINA BARBOSA G. DE. "THE TEACHER OF ELEMENTARY SCHOOL AND THE APPRENTICESHIPS SUPERVISED IN THE TEACHERSNULL INITIAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10324@1.
Full textEste estudo insere-se no amplo debate a respeito da formação de professores. Trata-se de uma investigação que tem como principais sujeitos os professores regentes da educação básica que recebem estagiários em suas salas de aulas. Neste estudo, buscou-se entender qual o lugar desses professores na formação dos estagiários que freqüentam suas aulas, que importância eles atribuem a esse trabalho com os estagiários e como se vêem diante da formação desses futuros professores. A universidade e a escola como espaços insubstituíveis de formação docente e a importância atribuída aos saberes da experiência, que dá ao professor experiente da escola uma posição importante frente à produção de conhecimentos relativos à docência, foram algumas das idéias que serviram de forças motrizes para o desenvolvimento deste trabalho. Autores como Tardif, Nóvoa, Lüdke, Perrenoud, Dubar, entre outros, foram importantes interlocutores. Para esta pesquisa, foram realizadas entrevistas semi- estruturadas com onze professores regentes de três escolas de educação básica da cidade do Rio de Janeiro experientes no trabalho com estagiários. Procurou- se mostrar a questão do estágio em três situações diferenciadas entrevistando: professores que trabalham em uma escola de aplicação de uma universidade pública, professores que trabalham em uma escola pública municipal integrante de um projeto de parceria para a formação de professores com uma universidade privada e professores que trabalham em uma escola comum da rede municipal que também recebem estagiários. Essa composição diversificada da amostra buscava encontrar diferenças que pudessem ser significativas para a discussão a respeito dos estágios. Através da análise dos depoimentos, é possível dizer que, a maioria dos entrevistados, independente da escola que trabalha, percebe-se como uma peça importante na formação de professores, uma espécie de elo ou ponte que colabora na integração entre o que é aprendido na universidade e o que é vivido na realidade da docência. Através do contato e convívio com os estagiários em suas salas de aulas, os professores regentes mostraram-se capazes de detectar e avaliar lacunas e problemas na formação dos estagiários, no entanto, revelam que sua participação na avaliação dos mesmos, bem como, nas discussões acerca dos problemas da formação docente, ainda não encontra um espaço formalizado na formação de professores das universidades. Ou seja, ainda que os debates e estudos apontem para a importância dos saberes construídos pelos professores no exercício da docência e para a necessidade de que o próprio professor seja o ator principal nas discussões e decisões a respeito da sua formação, seu papel na formação de professores ainda não é reconhecido e o seu lugar ainda permanece na informalidade.
This study is included in the wide debate regarding the teachers´ training. It is about an investigation which has its main subject the teachers of elementary education who have trainees in their classrooms. The objective this study is to understand the importance of those teachers in the education process of the trainees who attend their classes, wich importance they attribute to this work the traineesand how they see themselves towards the education of the future teachers. The university and the school as irreplaceable spaces for teachers education and the importance attributed to the knowledge acquired through experience, which gives the some driving forces to the development of this work. Authors as Tardif, Nóvoa, Ludke, Perrenoud, Dubar, among other, were important speakers. To this research, semi-structured interviews were made with eleven teachers of three elementary schools in Rio de Janeiro city which have experience with trainees. The aim was to interview teachers who work in three different situations: teachers who work in a school of application of a public university, teachers who work in a municipal public school which is part of a partnership with a private university for teacher training project and teachers who work for a municipal common school which also receive trainees. This diverse composionof that sample tried to find meaningful differences for the discussion regarding the trainees. Through the analysis of those teachers´ depositions, it is possible to say that most of them, regardlessof the school they work, play an important role in the teachers education process, they are a kind of link or bridge that cooperates in teh integration of what is learned in the university with the teacher´s reality. Through the contact with the trainees in the classrooms the teachers were able to detect and to evaluate gaps and problems in the trainees´ education. However, they reveal their participation in the evaluation process, as well as in the discussions about those has not yet been formalized when it refers to university teachers education. That is, although the discussions and studies show the importance of the knowledge buit by teachers during the teaching practice and need that the teacher is the main actor in the discussions and decisions regarding his education, his role in this process is not yet acknowledge and his place still remains informal.
Richards, Debra L. "Recruitment and retention of women in the steamfitter/refrigeration apprenticeships of Madison and southeastern Wisconsin." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008richardsd.pdf.
Full textReddy, Simon. "A study of tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15728.
Full textVice, Tia Marie. "Can apprenticeships alleviate a regional skills gap? : a case study of programs at Trident Technical College in Charleston, SC." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121753.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 74-78).
In attempts to address a skills gap, the state of South Carolina established Apprenticeship Carolina in 2007 which helps businesses create federally registered apprenticeships. Apprenticeship Carolina is a newer addition to the longstanding worker-training programs that make up the South Carolina Technical College System's Division of Economic Development. In the Charleston area, actors in the public and private sectors have partnered with the region's technical college (Trident Technical College or "Trident Tech") and leveraged Apprenticeship Carolina to create robust adult and youth apprenticeship programs in addition to leading other new workforce initiatives. At the same time, the local economy is growing and diversifying rapidly in the fields of advanced manufacturing, information technology, and other STEM-related sectors. This makes Trident Technical College's work in Charleston an attractive case study on apprenticeships as a means for addressing skills gaps. Since 2007, Trident Tech, businesses, and community partners have expanded the number of adult apprenticeships and created a regional youth apprenticeship program where both programs offer positions in career pathways in diverse sectors. This thesis examines what program administrators, community partners, and participating businesses ("sponsors") believe is working well and where there could be improvements.
by Tia Marie Vice.
M.C.P.
M.C.P. Massachusetts Institute of Technology, Department of Urban Studies and Planning
Henighan, Stephen. "Assuming the light : the constitution of cultural identity in the Parisian literary apprenticeships of Miguel Angel Asturias and Alejo Carpentier." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318891.
Full textMurphy, Ilona. "Learner, college and employer perspectives on participation in college-based programme-led apprenticeships : a glass half full or half empty?" Thesis, UCL Institute of Education (IOE), 2011. http://eprints.ioe.ac.uk/20631/.
Full textCannan, James. "Learning a trade in New Zealand : On and off the job learning in engineering trades." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162602.
Full textDoctor of Philosophy
Moraes, Maritza Costa. "Robótica educacional: socializando e produzindo conhecimentos matemáticos." reponame:Repositório Institucional da FURG, 2010. http://repositorio.furg.br/handle/1/2864.
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Esta dissertação tem como propósito investigar o uso da robótica educacional e sua contribuição para o conhecimento da Ciência, identificando as aprendizagens possíveis, pela observação e pelo relato dos estudantes. O estudo foi realizado no Colégio Salesiano Leão XIII, com a participação dos alunos da 7ª Série (8º Ano). Das atividades realizadas na sala de robótica e problematizadas nas aulas de Matemática, discutem-se três experimentos: Balança de dois Pratos, Robô Girafa e Ponte Levadiça. Durante a coleta dos dados, utilizouse a adaptação do método clínico de Piaget, por possibilitar a verificação de como o sujeito pensa, percebe e age. Para análise da experiência vivida, utilizaram-se procedimentos da análise textual discursiva, que consiste na unitarização, com posterior categorização dos dados, seguindo a produção de um metatexto. Desta análise, emergiram as categorias: Aprendizagens Matemáticas, Motivação e Socialização, que foram discutidas com aporte teórico fundamentado na teoria de Piaget. A partir da primeira categoria, observou-se que a robótica, associada ao currículo, potencializou a compreensão conceitual matemática, bem como instigou a curiosidade dos estudantes pela ciência e tecnologia. A segunda categoria, motivação, foi percebida pelo interesse e pela satisfação demonstrados pelos estudantes,acarretando numa mudança de postura, quando a valorização de seus conhecimentos no compartilhar as experiências. A terceira categoria foi evidenciada devido à proposta de trabalho em grupo, uma vez que a mesma possibilita aos sujeitos trabalhar em conjunto, exercer funções que necessitam exercitar a cooperação e a colaboração, potencializando assim a socialização. O desenvolvimento desta pesquisa reafirma que a aprendizagem da Ciência e, em particular, da matemática, pode ser prazerosa, quando a experimentação é realizada e o conhecimento passa a ter significado para o estudante.
This thesis aims to study the use of educational robotics and its contribution to the Science knowledge, identifying possible apprenticeships, by students observation and reporting. The study was conducted at the Salesiano Leão XIII School with the participation of students in 7th grade (8th year). Among the activities carried out in the robotic classroom and problematized in math classes, it is discussed three experiments: Two-pan Balance, GiraffeRobot and Drawbridge. During data collection, it was used the adaptation of Piaget's clinical method because it permits to verify how the subject thinks, perceives and acts. For analysis of the lived experience, it was used procedures of discursive textual analysis, which consists of unitarization, with further data categorization following the production of a metatext. From this analysis emerged the categories: Mathematics Apprenticeships, Motivation and Socialization that were discussed with the theoretical support based on the Piaget’s theory. From the first category, it was observed that robotics associated with the curriculum improved the Mathematics conceptual understanding and instigated students' curiosity on Science and technology. The second category, motivation, was perceived by the interest and satisfaction shown by students resulting in a change of attitude toward the value of their knowledge in the experience sharing. The third category was evidenced due to group working proposal, since it allows subjects to work together, perform tasks that need to exercise cooperation and collaboration, thereby increasing the socialization. This research development reaffirms that Science learning, and Mathematics in particular, can be enjoyable when experimentation is performed and knowledge begins to have a meaning for the student.
Bertucat, Franck. "Accompagnement méthodologique et formation à l'autorégulation des apprentissages : un enjeu essentiel pour pour l'université." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2145/document.
Full textHow to help students become “better learners” (learn""better) by making them discover their cerebral processing and by enabling them to determine and develop their own strategies of learning?We formulate the hypothesis that the question of the contents and that of the strategies to implement are inseparable. We are further interested in the methodological support and, more particularly, in the autoregulation of learning in Higher Education. We try to know with which conditions this support is effective.This study will therefore demonstrate that it is necessary to accompany the students who arrive in Higher Education to allow them to make the most of their training.We also show that the autoregulation of learning (apprenticeships) is not only useful for the students to equip them in their professional role (Coulon,1997), but also, in an indirect way, because its implementation modifies the relationship in the knowledge and in the teaching of the every teacher. We make our demonstration in three stages. We study at first the state of Higher Education in France and highlight several phenomena which characterize its strong evolution during the past sixty years: the significant increase in Higher Education options is not tantamount to democratization (Merle, 2002; Pinto, 2008) and the number of failures remains high (25% of the subscribers do not obtain their diploma in 4 years). Secondly, we enter the educational domain by confronting the academic practices with knowledge brought by sociology, psychology, neurosciences but also research and innovations in pedagogy. Finally, we analyze the experience which we led within our institution with first-year students. We can show that it is possible to facilitate the process of learning and to move forward concretely to the autoregulation of learning. We will finish with some recommendations in the direction of the neoholders of high school diplomas, teachers as well as the institutions of Higher Education
LOOMIS, WILLIAM DOMINIC. "APPRENTICESHIP IN ARCHITECTURE." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053374117.
Full textYoung, James Stark. "Young children's apprenticeship in number." Thesis, London Metropolitan University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295011.
Full textKrull, Kari L. "Analysis of impact of youth apprenticeship programs on students enrolled in Manitowoc County Youth Apprenticeship Programs." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009krullk.pdf.
Full textSeddon, John Whittington. "The Outcomes Of New Teachers Being Reflective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1425.
Full textNilsson, Anders. "Apprenticeship in decay? Sweden 1940 – 1965." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2011. http://hdl.handle.net/2237/15858.
Full textMcLaughlin, Lucille Mary. "Flexibility and mobility in apprenticeship training." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/MQ51765.pdf.
Full textStöger, Eduard A. "Integrating apprenticeship training in learning organisations /." Wien [u.a.] : LIT, 2007. http://www.gbv.de/dms/zbw/529519984.pdf.
Full textRODRIGUES, PRISCILA ANDRADE MAGALHAES. "ANATOMY E PHYSIOLOGY OF AN APPRENTICESHIP." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14119@1.
Full textA pesquisa procura investigar como um estágio supervisionado na formação de professores acontece em uma escola de educação básica. Este estudo tem como base o projeto O estágio nos cursos de formação de professores como uma via de mão dupla entre universidade e escola, que buscou juntar todos os envolvidos no estágio - estagiários, professores supervisores de estágio e professores regentes - para a discussão conjunta sobre o papel do estágio na formação de futuros docentes. Os sujeitos centrais desta pesquisa são aqueles envolvidos nesse projeto, em seu primeiro semestre de desenvolvimento, ao redor de dois cursos de formação de professores da PUC-Rio, Geografia e Letras (Português-Inglês), e de uma escola municipal do Rio de Janeiro. Foram entrevistados oito estagiários, quatro professores supervisores de estágio, dois professores regentes e a diretora da escola. Durante dois meses, as aulas dos dois professores regentes, das respectivas licenciaturas, foram observadas com e sem a presença de seus estagiários. Além disso, as reuniões e encontros com todos os envolvidos foram acompanhados, na tentativa de entender como o estágio se desenvolvia em todas as suas dimensões. A literatura que entende a escola como espaço real da formação inicial e continuada e do desenvolvimento profissional de professores, como se observa em Nóvoa, Perrenoud, Canário, Roldão, Tardif, Lüdke, entre outros, dá sustentação à pesquisa, juntamente com a literatura sobre estágio de Ghedin, Pimenta e Lima. A análise do estágio já foi feita pelos trabalhos de Cardozo (2003) e Albuquerque (2007), um pela ótica dos alunos estagiários, outro pela ótica dos professores regentes. A presente dissertação analisa o estágio supervisionado pela ótica da escola, contribuindo, assim, para sua análise do estágio em três diferentes perspectivas. As constatações indicam que o estágio, no contexto aqui estudado, constitui rica possibilidade de troca entre os envolvidos, mobilizando todos, inclusive os alunos da escola, ou seja, provocando algum tipo de movimento interno de cada sujeito. O estágio observado revelou-se também como mais significativo e menos burocrático para os estudantes, favorecendo a imersão desses futuros professores em seu contexto de trabalho. Constata-se ainda que a aproximação entre todos os sujeitos, estagiários, supervisores de estágio e professores da escola, em uma proposta conjunta de estágio, permite entender o cruzamento de saberes entre universidade e escola. A adesão de todos os envolvidos no estágio a um projeto comum abre possibilidades para se pensar em futuras propostas de formação docente em real colaboração entre estas duas instituições formadoras de professores.
This research seeks to investigate how a supervised teaching practice occurs at a secondary school during teacher education. The study is based on the project Teaching practice in courses for teacher education as a two-way road between university and school, which has sought to bring together those who are involved in teaching practice, such as future teachers, teacher trainers and school teachers, in order to discuss with the group the role of teaching practice in the training of future teachers. The central subjects of this research are those who are involved in the above mentioned project, mainly in its first six months. They come from two teacher education degree courses for teachers in PUC-Rio - Geography and Languages (Portuguese-English) - and from a public sector secondary school in Rio de Janeiro. We interviewed eight future teachers, four teacher trainers, two school teachers and the principal of the school involved. During two months, we observed the classes with or without the presence of future teachers. Besides, we have participated in every meeting with the people involved in the project, in the attempt to understand how the teaching practice would develop as a whole. Our bibliographical support is the literature on school as a real space of initial and continual training and of teacher professional development, as it is possible to learn from Nóvoa, Perrenoud, Canário, Roldão, Tardif and Lüdke among others. We also based our study on the literature on teaching practice taken from Ghedin, Pimenta and Lima as well as on the analysis of teaching practice that has already been carried out by Cardozo (2003) and Albuquerque (2007), the former from the perspective of future teachers, and the latter from that of the school teachers. This dissertation analyzes teaching practice departing from the school, contributing to the analysis of supervised teaching practice from three different perspectives. The analyses indicates that teaching practice, in the context in which we have studied, constitutes a rich opportunity for interchange between those who are involved in it, mobilizing everyone, including the students attending the school; that is, leading to some kind of internal movement of every subject. The observed teaching practice also reveals itself as more significant and less bureaucratic for the trainees, contributing to the immersion of these future teachers in their job context. It is also possible to observe that the approximation between the subjects of the teaching practice, such as future teachers, teacher trainers and school teachers, allows us to understand the movement of knowledge between university and school. The engagement of everyone involved in the current teaching practice process in a common project opens possibilities for thinking about future proposals for teacher education in real collaboration between both teaching institutions.
McWatters, Penelope Ann. "Simone de Beauvoir : a literary apprenticeship." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:13380.
Full textMazenod, Anna. "A comparative exploration of the meanings of apprenticeship : convergence or divergence in apprenticeship in England, Finland and France." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020725/.
Full textMurray, Nicky. "A history of apprenticeship in New Zealand." Lincoln University, 2001. http://hdl.handle.net/10182/1599.
Full textGombolay, Matthew C. (Matthew Craig). "Human-machine collaborative optimization via apprenticeship scheduling." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112453.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 195-217).
I envision a future where intelligent service robots become integral members of human-robot teams in the workplace. Today, service robots are being deployed across a wide range of settings; however, while these robots exhibit basic navigational abilities, they lack the ability to anticipate and adapt to the needs of their human teammates. I believe robots must be capable of autonomously learning from humans how to integrate into a team ' la a human apprentice. Human domain experts and professionals become experts over years of apprenticeship, and this knowledge is not easily codified in the form of a policy. In my thesis, I develop a novel computational technique, Collaborative Optimization Via Apprenticeship Scheduling (COVAS), that enables robots to learn a policy to capture an expert's knowledge by observing the expert solve scheduling problems. COVAS can then leverage the policy to guide branch-and-bound search to provide globally optimal solutions faster than state-of-the-art optimization techniques. Developing an apprenticeship learning technique for scheduling is challenging because of the complexities of modeling and solving scheduling problems. Previously, researchers have sought to develop techniques to learn from human demonstration; however, these approaches have rarely been applied to scheduling because of the large number of states required to encode the possible permutations of the problem and relevant problem features (e.g., a job's deadlines, required resources, etc.). My thesis gives robots a novel ability to serve as teammates that can learn from and contribute to coordinating a human-robot team. The key to COVAS' ability to efficiently and optimally solve scheduling problems is the use of a novel policy-learning approach - apprenticeship scheduling - suited for imitating the method an expert uses to generate the schedule. This policy learning technique uses pairwise comparisons between the action taken by a human expert (e.g., schedule agent a to complete task [tau]i at time t) and each action not taken (e.g., unscheduled tasks at time t), at each moment in time, to learn the relevant model parameters and scheduling policies demonstrated in training examples provided by the human experts. I evaluate my technique in two real-world domains. First, I apply apprenticeship scheduling to the problem of anti-ship missile defense: protecting a naval vessel from an enemy attack by deploying decoys and countermeasures at the right place and time. I show that apprenticeship scheduling can learn to defend the ship, outperforming human experts on the majority of naval engagements (p < 0.011). Further, COVAS is able to produce globally optimal solutions an order of magnitude faster than traditional, state-of-the-art optimization techniques. Second, I apply apprenticeship scheduling to learn how to function as a resource nurse: the nurse in charge of ensuring the right patient is in the right type of room at the right time and that the right types of nurses are there to care for the patient. After training an apprentice scheduler on demonstrations given by resource nurses, I found that nurses and physicians agreed with the algorithm's advice 90% of the time. Next, I conducted a series of human-subject experiments to understand the human factors consequences of embedding scheduling algorithms in robotic platforms. Through these experiments, I found that an embodied platform (i.e., a physical robot) engenders more appropriate trust and reliance in the system than an un-embodied one (i.e., computer-based system) when the scheduling algorithm works with human domain experts. However, I also found that increasing robot autonomy degrades human situational awareness. Further, there is a complex interplay between workload and workflow preferences that must be balanced to maximize team fluency. Based on these findings, I develop design guidelines for integrating service robots with autonomous decision-making capabilities into the human workplace.
by Matthew C. Gombolay.
Ph. D.
Go, Albert(Albert P. ). "TeachBot : an automated, hands-on apprenticeship program." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127921.
Full textCataloged from the official PDF of thesis.
Includes bibliographical references (pages 55-56).
There are a plethora of medium and small-sized manufacturing companies that do not rely completely on autonomous systems. As a result, it is more economical to use a mixture of human labor and manufacturing robots; however, with the thousands of people who apply for these jobs, many do not have the experience to work along-side robots or understand how robots works. The research described by this thesis introduces a solution to this problem through TeachBot, an automated, hands-on apprenticeship program. TeachBot seeks to empower manufacturing workers with the skills necessary to work collaboratively with robots in the manufacturing industry. Through the use of ROS, the program teaches key topics in robotics such as encoders, kinematics, feedback, and programming through multiple interactive modules. TeachBot is setup with three main components: a JSON file of instructions, a JavaScript file, and a python file. The JavaScript file parses the instructions and sends commands to the python script. The python script then sends these commands to the robot. This process allows TeachBot to be modular and universal such that it can be modified easily and applied to any robot. This research focuses on implementing TeachBot onto the Sawyer Robot and the possible extension to the Universal Robot 5e.
by Albert Go.
S.B.
S.B. Massachusetts Institute of Technology, Department of Mechanical Engineering
Baird, Craig A. "Cognitive apprenticeship in a building design office." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1065.
Full textSzumlic, Thomas Stephen. "Architectural Apprenticeship: A Case Study of Exemplary Practice." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7095.
Full textKochakornjarupong, Duenpen. "A metacognitive feedback scaffolding system for pedagogical apprenticeship." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2081/.
Full textMurray, Nicole Anne. "Who gets their hands 'dirty' in the knowledge society? Training for the skilled trades in New Zealand." Lincoln University, 2004. http://hdl.handle.net/10182/1714.
Full textItakura, Genichiro. "The Magician's Apprenticeship : John Fowles and Quest For Authenticity." 京都大学 (Kyoto University), 2004. http://hdl.handle.net/2433/148252.
Full textMeredith, Anne Elizabeth. "The construction of knowledge for teaching through apprenticeship training." Thesis, University of Cambridge, 1996. https://www.repository.cam.ac.uk/handle/1810/252201.
Full textBlack, Brian. "Schubert's apprenticeship in sonata form, the early string quartets." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ29892.pdf.
Full textJohnson, Carolyn S. "Developing servant leaders in rural Isaan churches through apprenticeship." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p002-0813.
Full textBlack, Brian 1953. "Schubert's apprenticeship in sonata form : the early string quartets." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41985.
Full textHovland, Stephanie Ruth. "Apprenticeship in later medieval London, (c. 1300 - c. 1530)." Thesis, Royal Holloway, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440517.
Full textParker, Andrew. "Chasing the "Big-Time" : football apprenticeship in the 1990s." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36183/.
Full textMoore, John Oliver. "Technology-supported apprenticeship in the management of chronic disease." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91853.
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Cataloged from PDF version of thesis.
Includes bibliographical references (pages 83-91).
Chronic disease is the most important cause of morbidity and mortality worldwide, but the current standard of care is woefully ineffective. It is paternalistic, episodic, and perversely incentivized based on volume, resulting in poor outcomes at extraordinary cost. Technology-supported apprenticeship is a model of chronic disease management that embraces the contribution of the patient. It is collaborative, continuous, and designed to achieve value through improvement in the experience, clinical outcomes, and cost of care. In this model, patients are the novice apprentices of master clinicians. A software platform called CollaboRhythm provides applications on mobile phones and tablets as scaffolding for collaboration. Tracking tools document progress, visualizations highlight associations between actions and outcomes, and personalized decision support encourages self-efficacy. Powerful virtual visits and instant messaging allow master clinicians to provide adaptive coaching within the context of daily life rather than in the artificial environment of the office. Apprentice patients have the potential to become master coaches themselves; thus producing an exponentially scaling health ecosystem at minimal cost. Two randomized, controlled trials were conducted to evaluate if technology-supported apprenticeship could augment the "best of the best" in office-based care and scale it via virtual deployment. Apprentice patients for basal insulin titration at the Joslin Diabetes Center were more satisfied with their care than controls, achieved better outcomes (-3.1% vs. -2.5% HbA1C), and did so with minimal increase in cost ($206). Those for hypertension management at the Massachusetts General Hospital were also more satisfied with their care, achieved better outcomes (-26.3 vs. -15.9 mmHg SBP), and did so with negligible increase in cost ($14). Over a longer period of time, apprenticeship is projected to produce better outcomes at decreased cost. Technology-supported apprenticeship has extraordinary potential, but the paternalistic culture of medicine and its volume-based economic model present significant impediments. Future work needs to address longer durations of coaching, greater numbers of apprentices per coach, patients as coaches, other chronic diseases, and patients with comorbidities.
by John Oliver Moore.
Ph. D.
Hetzer, Thaddeus. "Perceptions of machine trades apprenticeship instructors towards online instruction." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hetzert.pdf.
Full textStoner, Gayla M. "INSTRUCTORS' PERCEPTIONS OF ONLINE INSTRUCTION WITHIN REGISTERED APPRENTICESHIP PROGRAMS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1048.
Full textMcCauley, Heather Lynne. "Having an effect, Jane Austen and the novel of apprenticeship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/MQ36498.pdf.
Full textGeorge, Claire Elizabeth. "Mentor-apprenticeship roles in a selection of young adult novels." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45416.
Full textThoma, B. "The Irish and the Japanese apprenticeship systems : a comparative study." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/5247/.
Full textLansley, Frances. "The individual and institutional experiences of the young apprenticeship 'experiment'." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/349378/.
Full textCalvert, Isaac W. "Investigating the One-on-One Master-Apprentice Relationship: A Case Study in Traditional Craft Apprenticeship." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4154.
Full textFishburn-Moore, Ashlea Hope. "The Work of Freedom: African American Child Exploitation in Reconstruction Kentucky." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright1620751789646846.
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