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Books on the topic 'Career Development Year (Program) Evaluation'

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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Brandt, Richard Martin. An evaluation of the career development pilot program appeals process. Raleigh, NC: North Carolina General Assembly, 1988.

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2

Brandt, Richard Martin. An evaluation of the career development pilot program appeals process. Raleigh, N.C: N.C. General Assembly, 1988.

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3

Brown, William H. Evaluation of the four-year old child development program. Columbia]: South Carolina Education Oversight Committee, 2003.

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4

North Carolina. Dept. of Public Instruction. Division of Personnel Relations. Student achievement in career development program pilot units, 1985-88: Submitted to North Carolina State Board of Education, Raleigh, North Carolina. Raleigh, N.C: The Division, 1988.

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5

Research and Service Institute (Nashville, Tenn.). Evaluation of North Carolina's School Career Development Pilot program: A report of an outside evaluation prepared for the Joint Legislative Commission on Government Operations, Raleigh, North Carolina. Brentwood, Tenn: The Institute, 1989.

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6

Life skills training: Promoting health and personal development : year 3 teacher's manual. Princeton, N.J: Princeton Health Press, Inc., 1996.

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7

United States. Congress. Senate. Committee on Banking, Housing, and Urban Affairs. Subcommittee on Housing and Transportation. HUD's program, budget and management priorities for fiscal year 2002: Hearing before the Subcommittee on Housing and Transportation of the Committee on Banking, Housing, and Urban Affairs, United States Senate, One Hundred Seventh Congress, first session on the examination of the new administration's program, budget and management priorities for fiscal year 2002, for the U.S. Department of Housing and Urban Development, April 25, 2001. Washington: U.S. G.P.O., 2002.

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8

Life skills training: Promoting health and personal development : year 2 teacher's manual : for middle / junior high school. Princeton, N.J: Princeton Health Press, Inc., 1996.

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9

Office, General Accounting. Welfare reform: Implementing DOT's Access to Jobs program in its first year : report to Congressional committees. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.

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10

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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11

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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12

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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13

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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14

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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17

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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18

Brandt, Richard Martin 1922. Evaluation of the Career Development Pilot Program Appeals Process. Creative Media Partners, LLC, 2018.

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19

Willment, Jo-Anne Helen. Study groups in first-year university classes: Program development and evaluation. 1998.

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20

FY 1993 program mid-year summaries: Research, development, demonstration, testing, and evaluation. [Washington, D.C.?]: Dept. of Energy, 1993.

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21

FY 1993 program mid-year summaries: Research, development, demonstration, testing, and evaluation. [Washington, D.C.?]: Dept. of Energy, 1993.

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22

FY 1993 program mid-year summaries: Research, development, demonstration, testing, and evaluation. [Washington, D.C.?]: Dept. of Energy, 1993.

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23

FY 1993 program mid-year summaries: Research, development, demonstration, testing, and evaluation. [Washington, D.C.?]: Dept. of Energy, 1993.

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24

FY 1993 program mid-year summaries: Research, development, demonstration, testing, and evaluation. [Washington, D.C.?]: Dept. of Energy, 1993.

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25

Melton, Wendell. The effects of a three year career plan program on the career maturity of high school sophomores at three levels of academic aptitude. 1995.

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26

Donahoe, Jennifer E. Evaluation of the freshman seminar program at Eastern Illinois University and its perceived impact on first-year student development. 2000.

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27

Welfare reform: Implementing DOT's Access to Jobs program in its first year : report to congressional committees. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1999.

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28

Fuchsel, Catherine. Development of the SYP Curriculum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672829.003.0002.

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This chapter provides an overview of how the Sí, Yo Puedo (SYP) curriculum and program was developed from a qualitative pilot study that examined the meaning of marriage, relationships, and domestic violence among a small group of immigrant Latina women between 2004 and 2007. A prevention model was developed from the original pilot study that essentially became the SYP 11-week, group format, culturally specific curriculum and program. Over a five-year period, evaluation of the SYP curriculum and program in group settings was conducted with different community-based agencies in two Midwestern states. Rigorous qualitative research methods and design such as action research, mixed-methods, and survey methods were used. These methods were used to examine participant’s experience, improve weekly sessions, assess group facilitator’s experience, and observe for any differences among participants after completing the program. The framework of community-based participatory research was used throughout the ongoing evaluation.
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29

Chernyshenko, Olexander S., Kim-Yin Chan, Ringo Ho Moon-Ho, Marilyn Uy, and Emma Yoke Loo Sam. Entrepreneurial, Professional, and Leadership Career Aspiration Survey. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0007.

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This chapter describes a new measure of career aspirations designed to be relevant in today’s work contexts. The measure was initially implemented at Nanyang Technological University as a university-wide student survey to enable the university to understand the entrepreneurial motivation, efficacy, and intentions (collectively called “career aspirations”) of its students, relative to their professional and leadership career aspirations. What began as a survey to guide the university’s student development policy is evolving into a tool to provide students with career developmental feedback on their entrepreneurial, professional, and leadership career aspirations. This research indicates that such an approach may be increasingly relevant in a more boundaryless 21st century career context, which demands greater career adaptability over career maturity. This chapter also discusses how the assessment may be used as part of educational course/program evaluation in the university.
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30

Guidelines for Diagnosing and Managing Disseminated Histoplasmosis among People Living with HIV. Organización Panamericana de la Salud, 2020. http://dx.doi.org/10.37774/9789275122488.

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Histoplasmosis is a disease caused by the fungus Histoplasma capsulatum. This disease is highly endemic in some regions of North America, Central America, and South America and is also reported in certain countries of Asia and Africa. It often affects people with impaired immunity, including people living with HIV, among whom the most frequent clinical presentation is disseminated histoplasmosis. The symptoms of disseminated histoplasmosis are non-specific and may be indistinguishable from those of other infectious diseases, especially disseminated tuberculosis (TB), thus complicating diagnosis and treatment. Histoplasmosis is one of the most frequent opportunistic infections caused by fungal pathogens among people living with HIV in the Americas and may be responsible for 5–15% of AIDS-related deaths every year in this Region. These guidelines aim to provide recommendations for the diagnosis, treatment, and management of disseminated histoplasmosis in persons living with HIV. Although the burden of disease is concentrated in the Americas, the recommendations presented within these guidelines are applicable globally. These guidelines were produced in accordance with the World Health Organization (WHO) handbook for guideline development. The Guideline Development Group elaborated the final recommendations based on a systematic review of scientific literature and critical evaluation of the evidence available using the Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) approach. These guidelines are intended for health-care providers, HIV program managers, policy-makers, national treatment advisory boards, researchers, and other professionals involved in caring for people who either have or may be at risk of developing disseminated histoplasmosis.
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