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Relevant bibliographies by topics / Industry and education – United States

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Academic literature on the topic 'Industry and education – United States'

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Published: 10 March 2023

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Journal articles on the topic "Industry and education – United States"

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Lautala, Pasi T., and William J. Sproule. "Rebuilding Railroad Engineering Education in the United States with Industry–University Partnerships." Transportation Research Record: Journal of the Transportation Research Board 2109, no. 1 (January 2009): 37–44. http://dx.doi.org/10.3141/2109-05.

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Lautala, Pasi T. "What the Railroad Industry Needs and Expects from Higher Education." Transportation Research Record: Journal of the Transportation Research Board 2328, no. 1 (January 2013): 32–39. http://dx.doi.org/10.3141/2328-05.

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Rail transportation and engineering education in the United States was neglected for decades, from a lack of demand for graduates in the field. However, the increase in freight rail transportation volumes, combined with a growing interest in passenger rail development, has reenergized the academic community. Currently, several universities are either investigating or implementing rail-related activities. Because of the long disconnect between the industry and academia, several challenges have arisen about what the rail industry needs and wants from graduates and universities. Challenges include the quantitative and qualitative demands placed on graduates by the industry as well as industry preference for types of education and the perceived benefits from university education and university–industry collaboration. The educational background of current industry employees and its importance to their career selection are also of interest. This paper reports the outcomes of two online surveys of industry employees to bring light to the aforementioned points. More than 1,000 industry employees participated in the surveys that were conducted in 2006 and 2010. The second survey was conducted as part of a collaborative study between the United States and the European Union, allowing direct comparison of opinions between the U.S. and international workforce.

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Gerbner, George. "Essay Reviews: The Hidden Message in Anti-Violence Public Service Announcements." Harvard Educational Review 65, no. 2 (July 1, 1995): 292–99. http://dx.doi.org/10.17763/haer.65.2.k102244j40633615.

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In this essay, George Gerbner reviews eight television public service announcements (PSAs) that deal with urban violence and are produced by the media conglomerate HBO/Time Warner. Gerbner couches his critique of the PSAs in terms of the historical tension between the commercial nature of television in the United States and broadcasters' mandated role to serve the public. In creating a framework to understand the anti-violence PSAs, Gerbner broadens the discussion to include both the media industry in the United States and the demand for violence television programming in the international marketplace. Although he acknowledges the high production value of the PSAs, Gerbner contends that the race, age, and gender of the characters, as well as the situations depicted, constitute a hidden message of stereotyped violence. Gerbner argues that the images portrayed in the PSAs reflect the type of violence that is presented by the television industry itself, not the kinds of violence that may actually exists in the United States.

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McConomy, Bruce J., and Bixia Xu. "Beijing Biotechnology Company: Financial Reporting Issues of Expansion to the West." Issues in Accounting Education 22, no. 4 (November 1, 2007): 675–84. http://dx.doi.org/10.2308/iace.2007.22.4.675.

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The biotechnology industry has been rapidly expanding both in the United States and around the world. For example, there are approximately 1500 biotechnology firms in the United States with over 300 that are publicly held (http://www.org.). This case examines the biotechnology industry from an international perspective. Beijing Biotechnology Company (BBC) is a medium-sized biotech company that operates in China. It plans to expand via a stock listing on a Western stock exchange such as NASDAQ. The case examines the issues facing BBC as it seeks a Western-based stock listing.

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Au, Wayne, and Jesslyn Hollar. "Opting Out of the Education Reform Industry." Monthly Review 67, no. 10 (March 3, 2016): 29. http://dx.doi.org/10.14452/mr-067-10-2016-03_3.

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Big business has long been enamored of public education. Whether shaping systems of schooling along the lines of factory production, dictating what children should learn, or cultivating private-public partnerships to gain access to government monies, corporations and their owners have insisted on being key players in the formation of education policy and practice in the United States. Analysts estimate the value of the K-12 education market at more than $700 billion dollars. Beyond their calls for students and workers to adapt to the global capitalist economy through increased competition and "accountability" in public schools, business leaders crave access to a publicly funded, potentially lucrative market—one of the last strongholds of the commons to be penetrated by neoliberalism.… In an education industry dependent on market competition to increase profitability, there is no better tool to turn teaching and learning into products—ready to measure, compare, and sell—than the high-stakes standardized tests championed by the contemporary education reform movement.<p class="mrlink"><p class="mrpurchaselink"><a href="http://monthlyreview.org/index/volume-67-number-10" title="Vol. 67, No. 10: March 2016" target="_self">Click here to purchase a PDF version of this article at the <em>Monthly Review</em> website.</a></p>

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Beckett, L. M., B. K. Behe, C. F. Deneke, and C. H. Gilliam. "CHARACTERISTICS OF THE HERBACEOUS PERENNIAL PLANT INDUSTRY IN THE UNITED STATES." HortScience 27, no. 6 (June 1992): 606d—606. http://dx.doi.org/10.21273/hortsci.27.6.606d.

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There are indications that the U.S. herbaceous perennial plant industry has grown substantially in the last decade. Government census data on perennials is sparse, very general, and collected infrequently. The objective of this research was to define characteristics of the herbaceous perennial plant industry. Questionnaires were sent to members of the Perennial Plant Association in 1990. We requested that the person who made decisions on a daily basis, the owner or active manager, respond. Of 439 surveys distributed, 147 were returned for a 33.5% response rate. The average owner or active manager had a high education level (16 years) which was combined with management experience in at least one other company. Firms sold a mean of 30 genera of perennials. Firms selling primarily perennials were younger and more likely to have less total sales than firms selling primarily other plant products. Firms marketing primarily perennials were more likely to sell products by mail and offer a wider selection of genera.

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Shelbourn, M., J. Macdonald, T. McCuen, and S. Lee. "Students’ perceptions of BIM education in the higher education sector." Industry and Higher Education 31, no. 5 (September 8, 2017): 293–304. http://dx.doi.org/10.1177/0950422217725962.

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The use of building information modelling (BIM) has increased in the global architecture, engineering, construction and owner-operated (AECO) industries. This increased use has contributed to a recognition by project stakeholders of its importance across the building life cycle, leading higher education institutions to rethink their AECO provisions. There has been much debate about how BIM should be employed in undergraduate curricula: should it be included as a stand-alone subject in a programme or as an underlying theme across the programme? Research has also been conducted into theories of practice with regard to BIM education. This article builds on previous research in the codeBIM project and describes students’ perceptions of current practice in the United States and the United Kingdom. The article begins with a literature review of current theories of BIM teaching in AECO and a summary of good practice. The use of focus groups is described and the findings from focus group sessions held in the United Kingdom and the United States are discussed. The authors identify six key areas required for BIM to be inclusive in higher education: collaborative curricula, space, teamwork, relevance to the industry, technical/technological skills and the role of the professor or lecturer. Each of these areas is discussed in light of the findings from the focus groups.

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Goldin, Claudia, and Lawrence F. Katz. "The Shaping of Higher Education: The Formative Years in the United States, 1890 to 1940." Journal of Economic Perspectives 13, no. 1 (February 1, 1999): 37–62. http://dx.doi.org/10.1257/jep.13.1.37.

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The authors trace the origins of the key features of U.S. higher education today--the coexistence of small liberal arts colleges and large research universities; the substantial share of enrollment in the public sector; and varying levels of support provided by the states. These features began to materialize soon after 1890 when the ‘knowledge industry’ was subjected to ‘technological shocks’ that increased the value of research to industry and government and led to the proliferation of academic disciplines. The consequence was an increase in the scale and scope of institutions of higher education and a relative expansion of public-sector institutions.

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Friese, Greg, John C. Hendee, and Mike Kinziger. "The Wilderness Experience Program Industry in the United States: Characteristics and Dynamics." Journal of Experiential Education 21, no. 1 (May 1998): 40–45. http://dx.doi.org/10.1177/105382599802100109.

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Wilderness experience programs (WEPs) are organizations that conduct outdoor programs in wilderness or comparable lands for purposes of personal growth, therapy, rehabilitation, education, or leadership/organizational development. More than 700 potential WEPs were identified through search of multiple sources and then surveyed, with promotional materials and response forms received from 70 percent of them. From these data WEPs are characterized as to the number of trips offered per year, number of clientele served, kind of areas used, a typology to categorize how they used the wilderness was developed — whether as a teacher or as a classroom, and a directory of WEPs was compiled. Dynamics of the WEP industry are inferred from these data, other studies, and the literature.

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Swift, Andrew, Suzanne Tegen, Tom Acker, James Manwell, Chris Pattison, and Jon McGowan. "Graduate and undergraduate university programs in wind energy in the United States." Wind Engineering 43, no. 1 (December 24, 2018): 35–46. http://dx.doi.org/10.1177/0309524x18818665.

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Advances in wind energy technology and continued expansion of wind energy into the United States and global electricity grids will depend upon an educated and skilled workforce. While wind energy technician programs at community colleges or vocational schools have prospered in the United States over the past decade, partially due to the high demand for wind technicians, university programs that prepare graduates pursuing baccalaureate and advanced graduate degrees have lagged behind. At the same time, European university programs in wind energy have flourished, providing experts with advanced degrees who are then employed worldwide by the global wind energy industry. According to a projection of wind industry jobs needed in the U.S. Department of Energy’s Wind Vision report1 and estimates of education level requirements for jobs, as provided in this article, the United States may need more than 50,000 university-educated professionals with advanced degrees to support wind energy development by 2030. To provide these professionals, the number of wind energy academic programs must increase significantly beyond those available today—a task that will require collaboration among universities and external support from both industry and government. This article provides a review of the growing need for a university graduate-level-educated wind energy workforce, an overview of the current domestic wind energy workforce picture, existing global and domestic university wind energy programs, and recommendations for university-level wind energy education programs in the United States.

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Dissertations / Theses on the topic "Industry and education – United States"

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Wellens, Sandra J. "Education/industry partnerships in England and Wales and the United States : a comparative analysis." Thesis, Oxford Brookes University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241226.

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Krier, Kevin R. "For-Profit Higher Education in the United States: Turmoil in the Wake of the Financial Crisis." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/447.

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For-profit postsecondary education rapidly expanded in the decade preceding the 2008 financial crisis. For-profit institutions enrolled 9% of undergraduate students in 2009, up from 3% in 2000. This growth that was promising is now troubling. Significant enrollment declines in 2010-2012, in light of regulatory risk, recent GAO reports, and public scrutiny of recruiting and lending practices, suggest the foundations are not stable. This paper will analyze recent strategic decisions in the for-profit postsecondary education market using the framework developed by Brewer, Gates, and Goldman (2002) and make predictions about firm strategies and the future of the industry.

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Dunford, Helen. "An autoethnographic account of a British educator's experiences in the United States for-profit college sector." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659136.

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This research focuses on for-profit post-secondary education in the United States. Through autoethnography it seeks to examine the dissonance of function, belief and ethic in the role of a professional educator working in the proprietary industry. The autoethnographic data, based on personal memory data, email correspondence and interviews, show the challenges faced by staff and faculty in their efforts to meet revenue-linked performance targets set by corporate employers. The study uses grounded theory in conjunction with analytical autoethnography to identify the core concept of institutional pressure and to formulate a theory relating to the probable consequences of that pressure. While some staff and faculty are tempted to use questionable practices in order to meet required goals, others perceive they have no control over the circumstances that lead, for example, to the student attrition for which they are held responsible. The research describes how the autoethnographer and her co-workers were arguably recipients of negative feelings which were split and projected towards them by their employers and were unable to process or transform these negative feelings adequately. Some resigned from their positions and others were dismissed, but they departed taking this negativity with them in much the same way as a traditional scapegoat. As for-profit education continues to attract the attention of the media and regulatory bodies in the United States and similar colleges are established in other countries, this research has implications for those with expectations of education as a social good who find themselves required to work in a for-profit environment.

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Chang, Amanda. "An analysis of vocational training in the field of technology at the community college level relative to meeting the needs of business and industry." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1030.

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JONG, Simcha. "Scientific communities and the birth of new industries : how academic institutions supported the formation of new biotechnology industries in three regions." Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7043.

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Defence date: 18 June 2007
Examining Board: Prof. Colin Crouch, (University of Warwick) ; Prof. Neil Fligstein, (University of California at Berkeley) ; Prof. Francesco Lissoni, (Università degli Studi di Brescia/CESPRI-Università Bocconi) ; Prof. Rikard Stankiewicz, (European University Institute)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
no abstract available

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Springer, Mitchell L. "Evaluation of a planning process considered as a curriculum component in the education of program managers in the defense industry." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941573.

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The purpose of this study was to use evaluation research methods to test the effectiveness of a model for planning programs in the defense industry.One of the major reasons for deficiencies in both training and education of Program Managers is the lack of a generic Program Management Planning Process which contains essential elements of program planning and which can be modified or tailored to accommodate the specifics of a given program.This study addressed the following evaluation research questions with regard to a selected Program Management Planning Process:1. How adequate is the functional Performance Measurement Baseline, as a result of following the Program Management Planning Process of this study?2. What is the quality of the resulting Performance Measurement Baseline?3. To what extent are the efforts in creating a performance measurement baseline as defined by the Program Management Planning Process of this study perceived as justified?4. Is the methodology employed in this evaluation research study generalizable to other studies of planning processes?5. Relative to integrated linear and integrated nonlinear models of planning processes, what does this study reveal?The results indicated:1. All of the activities of the Program Management Planning Process of this study were performed and their culminating products produced.2. The Performance Measurement Baseline for the program of this study was satisfactory, but subject to short-term obsolescence and may have been created without sufficient attention being paid to potentially significant cost, schedule or technical program drivers.3. The program planning team participants did believe the Program Management Planning Process of this study added sufficient value, over alternative methodologies, to merit its continued use.4. On the whole, the methodology employed in this research study proved to be generalizable for use on other programs.5. The findings of this study support the proposition that integrated nonlinear planning models are really macro-models and integrated linear models are really micro-models, as applicable to program planning. They are not separate models, but, in fact, the integrated linear model is a subset of the higher level integrated nonlinear model.
Department of Educational Leadership

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Petrocelli, Heather Oriana. "Portland's "Refugee from Occupied Hollywood": Andries Deinum, his Center for the Moving Image, and Film Education in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/608.

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Two years after Dutch émigré Andries Deinum was fired from the University of Southern California in 1955 for refusing to cooperate with the House Un-American Activities Committee, he moved to Portland, Oregon to teach film courses through the Portland Extension Center. By 1969 he had become integral to the local film community and had formed Portland State University's Center for the Moving Image (CMI), where he and Tom Taylor taught film history, criticism, and production for the next thirteen years. Although CMI was eliminated in 1981 as part of PSU's financial exigency, CMI's teachers and students have been a vital part of the thriving film community in Portland since its foundation. A key former student and figure in Portland's film community, Dr. Brooke Jacobson credits Deinum, Taylor, and CMI for laying the foundation for the Northwest Film Center (co-founded by Jacobson in 1971 as the Northwest Film Study Center). Through archival research and oral history methodology, this thesis pieces together Andries Deinum's role in the development of film education in the United States and the mark he left on Portland's cultural landscape, specifically the city's vital and thriving cinematic community.

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Ponomariov, Branco Leonidov. "Student Centrality in University-Industry Interactions." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11633.

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This thesis proposes and estimates a model of university scientists interactions with the private sector; in this model students are conceptualized as an important enabler of such interactions. The results of the study show that university scientists student-related behaviors such as grant support of students and research collaboration with students, and student-related attitudes such as mentoring orientation positively affect the probability that scientists will enter interactions with industry as well as the intensity of such interactions. Behaviors such as teaching and advising of students are not related to interactions with industry. This study is motivated by the increased emphasis on closer relationships between universities and industry as a means to facilitate the commercial application of university research. Today, numerous policies and programs attempt to achieve such goals. As a result, university scientists are called on to perform many tasks which on the surface seem misaligned. There is substantial study of conflict between the teaching and research missions of universities, and a growing body of study on conflict related to university based commercial and technology transfer related activities. Fewer, there are studies suggesting that these activities are not so misaligned after all. This study falls into the latter category as it posits a complementary relationship between university scientists student related activities and their work related interactions with industry, research and otherwise. Speculations regarding the importance of students in university industry relations and indirect evidence are scattered through the relevant literature, but little or no systematic empirical tests of their importance exist. This study uses data from a national survey of university researchers to discern the centrality of students to university-industry interactions. Theoretically, students are conceptualized as a dimension of university scientists respective research capacities that enable cross-sectoral processes of accumulative advantage and thereby help to enable their interactions with industry. As a component of scientists scientific and technical human capital, students help university scientists to identify and act upon on research opportunities originating in the private sector. Moreover, students increase the appeal of university scientists to industry agents seeking research partners in academe. Implications for theory and policy are discussed.

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Houdashell-Riegel, Karen Marie. "Comparison of 2-Year and 4-Year Telecommunications Technicians' Training Programs Against the Industry Standards." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc5839/.

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The study focused on the academic programs offered for telecommunications technicians provided by 16 two-year and four-year higher education institutions and the ways in which the programs compared to the established telecommunications technicians' skill standards. Six specific research questions concerned the training programs for telecommunications technicians. The first verified the validity of the information in Peterson's 2000: 2 Year Colleges and Peterson's 2000: 4 Year Colleges identifying the institutions offering a communication equipment technology major. The second question focused on the institutions that included telecommunications as part of the curriculum. The third identified the importance of the skill standards to the 2-year and 4-year training programs, and the fourth identified the job functions that were included in or excluded from the training. The fifth question identified the job tasks that were included in or excluded from the training. The final question determined whether the 2-year or the 4-year telecommunications technicians' training program was more closely aligned with the skill standards. In order to accomplish the objectives of this research, a survey methodology was selected. The survey instrument was developed to compare the importance of the telecommunications technicians' skill standards to the 2-year and the 4-year training programs. The skill standards identified in the 1997 collaborative effort facilitated by the South King County Tech Prep Consortium (SKCTPC) was used as the basis for the survey instrument and reference tool. The reference tool provided additional information regarding SCANS skills and personal qualities that were identified in the skill standards for the telecommunications network technician. The survey included five job functions and 16 tasks. The evolution the telecommunications industry has created a demand for a highly skilled, flexible workforce. Higher education institutions have an opportunity to make a contribution to telecommunications industry by expanding existing training programs or initiating telecommunications technicians' training programs. The 4-year institutions should consider revising not only the curriculum but also their mission and goals. The 2-year institutions are closely aligned with the skill standards, and this is an opportunity for the 2-year institutions to update existing programs.

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Malkus, Amy J., and J. L. Meinhold. "United States of America." Digital Commons @ East Tennessee State University, 2006. https://www.amzn.com/B000VCRY8S.

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Book Summary: The book analyses the knowledge, beliefs and behaviours that comprise the environmental attitudes of young people in the Asia-Pacific region and the cultural, political and educational contexts that have shaped them. The findings are based upon a questionnaire survey of over 10,000 young people together with focus group studies in India, South China, Japan, Thailand, Singapore, Hong Kong, Brunei, Indonesia, Australia, New Zealand, Fiji, and the west coast of the USA.

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Books on the topic "Industry and education – United States"

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1944-, Huber Mary Taylor, and Taylor Elizabeth Lloyd, eds. The knowledge industry in the United States, 1960-1980. Princeton, N.J: Princeton University Press, 1986.

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Art, industry, and women's education in Philadelphia. Westport, Conn: Bergin & Garvey, 2001.

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Resources, United States Congress Senate Committee on Labor and Human. Construction Safety, Health, and Education Improvement Act: Report together with minority views (to accompany S. 930). [Washington, D.C.?: U.S. G.P.O., 1990.

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United States. Congress. Senate. Committee on Labor and Human Resources. Construction Safety, Health, and Education Improvement Act: Report together with minority views (to accompany S. 930). [Washington, D.C.?: U.S. G.P.O., 1990.

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1951-, Siegel Deborah H., ed. The troubled teen industry: Scandals, scrutiny, and successes. New York: Columbia University Press, 2009.

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Clinton), United States President (1993-2001 :. Proposed legislation--"Goals 2000: Educate America Act": Message from the President of the United States transmitting a draft of proposed legislation entitled "Goals 2000: Educate America Act.". Washington: U.S. G.P.O., 1993.

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United States. President (1993-2001 : Clinton). Proposed legislation--"Goals 2000: Educate America Act": Message from the President of the United States transmitting a draft of proposed legislation entitled "Goals 2000: Educate America Act.". Washington: U.S. G.P.O., 1993.

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United States. President (1993-2001 : Clinton). Proposed legislation--"Goals 2000: Educate America Act": Message from the President of the United States transmitting a draft of proposed legislation entitled "Goals 2000: Educate America Act.". Washington: U.S. G.P.O., 1993.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Health and Safety. Legislative hearings on H.R. 1063, the Construction Safety, Health, and Education Improvement Act of 1991: Hearings before the Subcommittee on Health and Safety of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, first session. Washington: U.S. G.P.O., 1991.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Health and Safety. Oversight hearings on the Occupational Safety and Health Administration and the construction industry: Hearings before the Subcommittee on Health and Safety of the Committee on Education and Labor, House of Representatives, One Hundredth Congress, second session, hearings held in Washington, DC, November 10, 1987, January 26 and 27, and February 2, 1988. Washington: U.S. G.P.O., 1988.

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Book chapters on the topic "Industry and education – United States"

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Manheimer, Ronald J. "United States." In International Perspectives on Older Adult Education, 481–93. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_42.

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Elango, B. "United States Service Sector Data." In Service Industry Databook, 17–55. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19111-9_3.

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Psimopoulos, Constantine, Deanna Binder, Angela Vermillion, and Roland Naul. "United States of America." In Olympic Education, 291–304. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-26.

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Webb, James R., and Halbert C. Smith. "United States." In Real Estate Education Throughout the World: Past, Present and Future, 319–30. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0869-4_23.

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Mangold, Janina. "United States of America." In Philanthropic Foundations in Higher Education, 109–49. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27387-3_5.

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Epstein, Terrie, and Debbie Sonu. "United States of America." In Education, Globalization and the Nation, 125–43. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137460356_8.

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Sellers, April E. "Textile Industry in the United States." In Encyclopedia of Business and Professional Ethics, 1–3. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-23514-1_202-1.

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Sethi, S. Prakash. "Healthcare Industry in the United States." In Group Purchasing Organizations, 9–16. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230621725_2.

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Miller, Gary E. "United States—Commentary." In Open and Distance Education in Australia, Europe and the Americas, 117–19. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0298-5_13.

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Tarzibachi, Eugenia. "The Modern Way to Menstruate in Latin America: Consolidation and Fractures in the Twenty-First Century." In The Palgrave Handbook of Critical Menstruation Studies, 813–31. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_59.

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Abstract The introduction of commercialized disposable pads and tampons during the twentieth century changed the experience of the menstrual body in many (but not all) countries of the world. From a Latin-American perspective, this new way to menstruate was also understood to be a sign of modernization. In this chapter, Tarzibachi describes and analyzes how the dissemination and proliferation of disposable pads and tampons have unfolded first in the United States and later in Latin America, with a particular focus on Argentina. She pays particular attention to how the Femcare industry shaped the meanings of the menstrual body through discourses circulated in advertisements and educational materials. Tarzibachi explores how the contemporary meanings of menstruation are contested globally, as the traditional Femcare industry shifts its rhetoric in response to challenges from new menstrual management technologies, new forms of menstrual activism, and the increasing visibility of menstruation in mainstream culture.

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Conference papers on the topic "Industry and education – United States"

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Lautala, Pasi T., Rosa´rio Ma´ca´rio, Jo¨rn Pachl, J. Riley Edwards, and William J. Sproule. "Developing Railway Higher Education in the European Union and United States." In 2010 Joint Rail Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/jrc2010-36025.

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Congestion, emissions generated by transportation, increasing fuel costs and expanding demand for mobility have revived the interest for modern rail transportation throughout the world. Simultaneously, expansion of global trade and increasing demands for technology to improve the safety and productivity of the industry are creating a new environment that requires a different way of thinking when developing railway systems. Overall, the authors believe that current changes provide a fertile ground for institutions of higher education in the United States and the European Union (EU) to increase their transatlantic cooperation in education and research. Recent studies related to railway higher education have been undertaken in Europe and the United States. The European Rail Research Network of Excellence (EURNEX) conducted a study to develop and organize educational and training activities in participating higher education institutions. In Germany, a comprehensive inventory was conducted to define the current level of rail transportation activities in higher education institutions. In the United States, American Railway Engineering and Maintenance of Way Association (AREMA) conducted a study to determine the type and extent of rail education currently offered on campuses. In addition, a benchmarking study was performed by Michigan Tech University to investigate rail education and recruitment at universities with the objective to define the quantitative and qualitative demands for rail engineers by industry employers. This paper presents a synopsis of these past studies and introduces an on-going “TUNRail” project to “tune” and intensify the railway higher education knowledge exchange and collaboration between the EU and the United States.

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Hull, Darrell M., Paul I. Illich, and Christine Dossey. "Estimation of national and regional industry demand for photonics workers in the United States." In Education and Training in Optics and Photonics: ETOP 2015. SPIE, 2015. http://dx.doi.org/10.1117/12.2223206.

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Maurer, Christoph, and James Widmann. "Conceptual Design Theory in Education Versus Practice in Industry: A Comparison Between Germany and the United States." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70079.

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The early stages of product development are arguably the most important in the design of successful products. This paper describes different approaches to the conceptual design phase of product development, how they are taught to undergraduate engineering students, and how they are practiced in industry both in Germany and in the United States. The authors note that teaching the early stages of product development to future engineers at German Universities is more focused on methodology and processes. In the United States teaching design is more about being creative and overcoming individual constraints in order to find good and unconventional concepts. To understand how the conceptual phase is implemented in industry, the authors interviewed 16 companies in Germany and the United States. A thematic analysis was performed on the responses. In German industry, the authors observe uncertainty about how to apply process management in the very early stage of product development where different concepts are developed and evaluated. In U.S. industry most companies do not claim to follow a process during the early stage of concept development. Observing the differences between what is taught to engineering students in school and what is practiced in industry some conclusions recommendations are drawn. The observations demonstrate a weakness in process reliability during the early stage of product development both, in German and U.S. industry that should motivate academia to adapt its pedagogy in order to enable future engineers to create successful concepts.

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Hertz, Kim, and Paola Spoletini. "Are Requirements Engineering Courses Covering what Industry Needs? A Preliminary Analysis of the United States Situation." In 2018 IEEE 8th International Workshop on Requirements Engineering Education and Training (REET). IEEE, 2018. http://dx.doi.org/10.1109/reet.2018.00008.

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Scott W., Kramer, Jayroe Carol, and Simons April E. "Education’s Impact on the Decline of Craft Workers in the United States Construction Industry." In Creative Construction e-Conference 2020. Online: Budapest University of Technology and Economics, 2020. http://dx.doi.org/10.3311/ccc2020-022.

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Jackson, Hudson, Kassim Tarhini, and Sharon Zelmanowitz. "Infusing industry, community, and the Coast Guard into the Civil Engineering Program at the United States Coast Guard Academy." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350455.

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McGuire, David. "The Use of Clusters to Build an ICT Industry." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2725.

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The potential in the Information and Computer Technology (ICT) sector to generate economic development and create pathways for a region into the Knowledge Economy (KE) has become widely accepted. Underpinning the theoretical understanding of what KE can offer has been the practical application of Porter’s competitive theory relating to industry cluster development. The increasing role of clusters in KE and a greater focus on regional growth is seen in the development of a variety of dedicated technology zones aiming to emulate the success of Silicon Valley in the United States, the site of the original modern IT cluster.

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D Fruehauf, Justin, and Frederick Gregg Kohun. "Innovation Education and Diffusion in the United States: Using Literature Derived Knowledge Maps to Develop Research Methodology Strategy." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2244.

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The idea of innovation, while not new, has taken on a whole new meaning in the 21st century. With his introduction of the ideas of disruptive innovations in the 1990s, Clayton Christensen has quickly become a leader in the field of innovation education. Christensen expanded his theory to encompass not only industry, but also healthcare and education. It is in this field of education that much work remains. Christensen proposes that innovative thinking can be learned. Indeed and entire field of innovation education and innovation curriculum now exist in a few US universities. It is the intent of this study to examine to use of knowledge maps of the literature of innovation education, as defined by Christensen, to establish a research methodology of how innovation is taught in US education systems, specifically comparing vocational programs (machining), and graduate programs in business and engineering. Clayton Christensen, innovation education, vocational, curriculum

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Barletta, William A., Floyd D. McDaniel, and Barney L. Doyle. "The United States Particle Accelerator School: Educating the Next Generation of Accelerator Scientists and Engineers." In APPLICATION OF ACCELERATORS IN RESEARCH AND INDUSTRY: Twentieth International Conference. AIP, 2009. http://dx.doi.org/10.1063/1.3120021.

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Rennels, Kenneth E. "Future of Engineering Technology Education." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33964.

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Engineering technology education in the United States can trace its history back to the Wickenden and Spahr study of 1931, which identified the place of engineering technology education in the technical spectrum [1]. By 1945, the Engineering Council for Professional Development developed the first accreditation procedures for two-year engineering technology programs and by 1946, the first program was accredited. On this timeline the Purdue University engineering technology programs at Indianapolis can trace their history back to 1946 [2]. Over the last 70 years, engineering technology education in the United States has distinguished itself by a history of evolution, development and continuous improvement. Engineering technology education faces significant challenges during the next several years. These challenges are driven by the rapid evolution of computer technology and changing expectations of the educational process by the stakeholders. Stakeholders include not only students and faculty but also various groups in both the public and private sectors including industry, professional organizations, funding agencies, state government and the university system. Two specific challenges facing engineering technology educators are ‘basic faculty credentials’ and changing expectations for ‘creative activities’. These two challenges can be delineated by the following questions: • Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? • Will applied research or pedagogical research be ‘good enough’ for tenure? This paper addresses these two issues using a study of current engineering technology faculty hiring practices as a basis. Ultimately, critical future discussions must occur as engineering technology education continues to evolve and move into the future.

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Reports on the topic "Industry and education – United States"

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Gercik, Patricia. United States Japan Industry and Technology Management Training. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada387587.

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Goldin, Claudia. A Brief History of Education in the United States. Cambridge, MA: National Bureau of Economic Research, August 1999. http://dx.doi.org/10.3386/h0119.

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Wilsbach, Kenneth S. United States Air Force Operational Education Training and Organization. Fort Belvoir, VA: Defense Technical Information Center, February 1998. http://dx.doi.org/10.21236/ada348345.

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Staiger, Robert, and Frank Wolak. Measuring Industry Specific Protection: Antidumping in the United States. Cambridge, MA: National Bureau of Economic Research, April 1994. http://dx.doi.org/10.3386/w4696.

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Cole, Robert. United States-Japan Industry and Technology Management Training Program. Fort Belvoir, VA: Defense Technical Information Center, September 2000. http://dx.doi.org/10.21236/ada387635.

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Fountain, Augustus W., and Barry L. Shoop. Photonics Research and Education at the United States Military Academy. Fort Belvoir, VA: Defense Technical Information Center, December 2000. http://dx.doi.org/10.21236/ada391856.

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Bleakley, Hoyt, Dora Costa, and Adriana Lleras-Muney. Health, Education and Income in the United States, 1820-2000. Cambridge, MA: National Bureau of Economic Research, June 2013. http://dx.doi.org/10.3386/w19162.

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SPECTRA GROUP LIMITED INC (SGL) MILLBURY OH. Commission on the Future of the United States Aerospace Industry. Fort Belvoir, VA: Defense Technical Information Center, November 2002. http://dx.doi.org/10.21236/ada472283.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w8986.

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Peterson, Dahlia, Kayla Goode, and Diana Gehlhaus. Education in China and the United States: A Comparative System Overview. Center for Security and Emerging Technology, September 2021. http://dx.doi.org/10.51593/20210051.

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A globally competitive AI workforce hinges on the education, development, and sustainment of the best and brightest AI talent. This issue brief provides an overview of the education systems in China and the United States, lending context to better understand the accompanying main report, “AI Education in China and the United States: A Comparative Assessment.”

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