Academic literature on the topic 'Occupational Training Center'
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Journal articles on the topic "Occupational Training Center"
NAKAMURA, Saki, Tomohisa NAGATA, Masako NAGATA, Takashi MARUYAMA, Seiichiro TATEISHI, Shigeyuki KAJIKI, Kotaro KAYASHIMA, Akizumi TSUTSUMI, and Koji MORI. "Effect of the Occupational Health Practical Training Course Offered by the Occupational Health Training Center." Journal of UOEH 32, no. 3 (2010): 281–90. http://dx.doi.org/10.7888/juoeh.32.281.
Full textSumaryanto, Sumaryanto, Syamsul Arif, Osberth Sinaga, Zainuddin Zainuddin, and Kisno Kisno. "IMPLEMENTATION OF OCCUPATIONAL SAFETY TRAINING FOR DOCTORS AT OHS TRAINING CENTER MEDAN." JURNAL EDUCATION AND DEVELOPMENT 11, no. 2 (April 17, 2023): 101–5. http://dx.doi.org/10.37081/ed.v11i2.4622.
Full textAn, Sun-Joung L. "Parent Training Occupational Therapy Program for Parents of Children with Autism in Korea." Occupational Therapy International 2017 (2017): 1–8. http://dx.doi.org/10.1155/2017/4741634.
Full textYOSHIKAWA, Rie, Takeshi FUJISAKI, Hiroshi IDE, Kazuhiko UCHIDA, Yoshiyuki HINO, Susumu ODA, and Koji MORI. "The Effect of the Training Program at Occupational Health Training Center (OHTC) on the Attitude of Occupational Health Residents." Journal of UOEH 26, no. 3 (2004): 381–90. http://dx.doi.org/10.7888/juoeh.26.381.
Full textNurtjahjanti, Harlina, and Dinie R. Desiningrum. "Study on Occupational Self-Efficacy of Trainee at Job Training Center." Advanced Science Letters 23, no. 4 (April 1, 2017): 3295–98. http://dx.doi.org/10.1166/asl.2017.9132.
Full textFreedman, Ariela M., Sheena Simmons, Laura M. Lloyd, Tara R. Redd, Melissa (Moose) Alperin, Sahar S. Salek, Lori Swier, and Kathleen R. Miner. "Public Health Training Center Evaluation." Health Promotion Practice 15, no. 1_suppl (February 27, 2014): 80S—88S. http://dx.doi.org/10.1177/1524839913509271.
Full textPotter, Margaret A., Carl I. Fertman, Molly M. Eggleston, Frank Holtzhauer, and Joanne Pearsol. "A Public Health Training Center Experience." Journal of Public Health Management and Practice 14, no. 4 (July 2008): E10—E16. http://dx.doi.org/10.1097/01.phh.0000324576.81942.b1.
Full textFadhel Khalil Al-Abbassi, Aamel. "EVALUATING OCCUPATIONAL TRAINING IN NINEVEH CENTER FOR AGRICULTURAL EXTENSION AND TRAINING FROM THE TRAINEES POINT OF VIEW." Mesopotamia Journal of Agriculture 38, no. 2 (August 28, 2010): 90–97. http://dx.doi.org/10.33899/magrj.2010.27792.
Full textNeltner, Tom. "National Healthy Homes Training Center and Network." Journal of Public Health Management and Practice 16 (2010): S75—S78. http://dx.doi.org/10.1097/phh.0b013e3181e92acb.
Full textTkachenko, Nikita, Ol'ga Zasuhina, and Alexandr Zasukhin. "OCCUPATIONAL SAFETY AND ELECTRICAL SAFETY TRAINING USING INFORMATION TECHNOLOGIES AND DISTANCE EDUCATION TOOLS AT THE TRAINING CENTER «PROGRESS»." Bulletin of the Angarsk State Technical University 1, no. 17 (December 19, 2023): 48–52. http://dx.doi.org/10.36629/2686-777x-2023-1-17-48-52.
Full textDissertations / Theses on the topic "Occupational Training Center"
Florence, Taryn Merillia. "Multi-skilling at a provincial training centre institution : post training evaluation." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1736.
Full textAs global and national markets become more competitive, businesses are forced to become more adaptable and the public service is by no means exempt from this phenomenon. Owing to a dynamic and ever-changing work environment, it is necessary for public servant employees to continuously update their knowledge and skills. However, in most organisations, the impact of training and development programmes are undermined. The value placed on increasing knowledge and skills is limited to attending a training programme. As a result, the newly acquired information and competencies are very seldom transferred from the classroom to the workplace and without a definite increase in performance and in service delivery; the contribution of actual learning is questionable. This research study therefore uses the Integrated Integrated Human Resource Administration and Persal (IHRAP) Programme (presented by the Western Cape Provincial Training Institute) to gauge the importance of post training evaluation and the benefits that can be derived from it, both for the department and the employee. In addition, the study evaluates whether the participants of the training programme are able to apply concepts and techniques learned in the classroom. It focuses specifically on human resource employees employed within the Provincial Government of the Western Cape, who is responsible for performing a number of different human resource functions. A survey was conducted amongst the participants of the IHRAP programme using a research questionnaire. After the results of the survey were collected and analysed, the researcher was able to determine where there were gaps in the post training evaluation process. Several recommendations are made to bridge these gaps and in doing so, enable the training programme to have a greater impact on the participants and in the workplace. In addition to evaluating the IHRAP programme, the need for continuous improvement in skills will always be essential, but departments must create the opportunities for participants to exercise these acquired skills effectively.
Park, Meredith. "Customer satisfaction: a comparison of community college and department of employment security operated WIN Job Centers in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03262009-115600.
Full textWashburn, Dava Michelle. "Customer satisfaction perceptions of dislocated workers served by WIN Job Centers in the Mississippi Corridor Consortium." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06252009-213600.
Full textDourado, Janaína Rute da Silva. "Competências da sustentabilidade na atuação profissional dos egressos do Centro Paula Souza: um estudo de caso." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21536.
Full textMade available in DSpace on 2018-11-07T12:23:34Z (GMT). No. of bitstreams: 1 Janaína Rute da Silva Dourado.pdf: 3126549 bytes, checksum: 9bf2b8bece470bac1771c69e114fe6aa (MD5) Previous issue date: 2018-09-17
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Nowadays, the numerous social, environmental and economic changes that take place on the planet have a rapid impact on the life of individuals, which, some centuries ago could take years, now happens almost instantaneously. However many of these challenges, apparently without possibility or expectation for some sort of resolution we need to just live together, such as environmental problems, deepening economic inequalities. On their side organizations in their great majority try to adopt procedures to minimize possible clashes that certain problems can cause, in turn the competence that could be developed from collaborators turns into just another internal process to be executed and delivered. Considering the importance of skills development and relating it into an existing process, some organizations such as TBL, taking into account the relevance of the objectives of sustainable development, it would be possible to verify in individuals that studied there, pass through an institution of education of technological formation, the Centro Paula Souza, which is oriented by the development of skills and abilities. In this sense, reaching the main objective of this study which is to analyze the relationship between the sustainability content taught in the Management and Business courses of the Centro Paula Souza and its incorporation by the graduates in the exercise of their professional activities. For this, the methodology adopted is characterized by the case study that is divided into: documentary research of the Centro Paula Souza; the analysis of the quantitative research as secondary source "Teacher Training"; and the interviews: with the training coordination of the Center Paula Souza, and with the graduates; finally, the analysis of the data. In this way the results were the documented confirmation that there is a relationship between the pillars of the TBL model and the guidelines of the Center Paula Souza, including the objectives of sustainable development, and the interviews conducted with the graduates, subdivided into blocks of analysis to identify competencies. It was possible to conclude that, based on the findings presented in the interviews that graduates have competencies that are tied to the pillars and intersections of the TBL, making it possible to assign the emergence and development of sustainable skills in these graduates
Na atualidade, as inúmeras mudanças sociais, ambientais e econômicas ocorridas no planeta traz um impacto rápido na vida dos indivíduos. O que há alguns séculos poderia demorar anos, agora acontece quase que de forma instantânea. Entretanto, muitos desses desafios, aparentemente não têm possibilidade ou expectativa de algum tipo de resolução, como os problemas ambientais e o aprofundamento das desigualdades econômicas. Já as organizações, em sua grande maioria, tentam na inserção de procedimentos minimizar os possíveis embates que determinados problemas podem ocasionar; por sua vez, a competência que poderia ser desenvolvida nos colaboradores trata-se apenas de mais um processo interno a ser executado e entregue. Ao se considerar a importância do desenvolvimento das competências e relacioná-las com um processo existente em algumas organizações como o TBL, levando em consideração a relevância dos objetivos do desenvolvimento sustentável, seria possível constatar aspectos sustentáveis em indivíduos que passam por uma instituição de ensino de formação tecnológica, o Centro Paula Souza, que é orientada pelo desenvolvimento por competências e habilidades, chegando, nesse sentido ao objetivo principal deste estudo, que é analisar a relação entre os conteúdos de sustentabilidade ministrados nos cursos de Gestão e Negócios do Centro Paula Souza e a sua incorporação, pelos egressos, no exercício de suas atividades profissionais. Para isso, a metodologia adotada caracteriza-se pelo estudo de caso e está dividida em: pesquisa documental do Centro Paula Souza; análise da pesquisa quantitativa fonte secundária “Formação de Professores”; e as entrevistas com a coordenação de capacitação do Centro Paula Souza e com os egressos, e, finalmente, a análise dos dados. Dessa maneira, os resultados foram a confirmação documental de que existe relação entre os pilares do modelo TBL e as orientações do Centro Paula Souza, incluindo os objetivos do desenvolvimento sustentável. E pelas entrevistas realizadas com os egressos, subdivididas em blocos de análise, foi possível identificar as competências (sustentáveis), reconhecer as ações de reponsabilidade social nas organizações, compreender a influência do ensino do Centro Paula Souza na formação profissional do egresso e os vínculos existentes entre o plano de curso e critérios do TBL. Por constatações apresentadas nas entrevistas, foi possível concluir ainda que os egressos possuem competências que estão atreladas aos pilares e às intersecções do TBL, possibilitando sinalizar o surgimento e o desenvolvimento de competências sustentáveis nesses egressos
Moreno, Vite Itzel. "Orientación laboral y técnica ofertada a los estudiantes sordos del Estado de Jalisco, México." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/461047.
Full textWe present a five-year study (2012-2014) on special education centers that offer Job training programs (TFL) to students with hearing disabilities in the State of Jalisco, Mexico. We used several techniques such as questionnaires, semi directed interviews and focus groups. All these materials have been recorded on video and then transcribed. This study has been focused on TFL workshops and on identifying CAM Sabino Cruz’s center needs. The whole study counts with 70 participants as sample group. As instruments to approach the research, we used semi- directed interviews, questionnaires based on the framework of Stufflebeam (1987) and Qualitative Data Analysis program (QDA Miner Lite) for the qualitative analysis. The results describe all the strengths, needs and constraints of the center. As strengths, we identified a secondary education curriculum designed to special needs, training courses to all the Mexican Sign Language (LSM) teachers and, teaching the deaf a profession, and, furthermore, giving them some workshops as a tool to support their learning. Among the main needs of CAM are: the renewal/replacement of electronic material support for education, including a teacher as a “deaf model” within the Center, the presence of an audiologist at the Center, and getting some materials for the workshops. On the other hand, parents have proposed the students to carry out a year of social service once they reach the third year of secondary school. Within the limitations of CAM; they said that changes in the national education policy, have been less convenient for Deaf students because when students with other disabilities where allowed to enroll in this center, all those services that had been offered for kinder garden deaf students were lost. There have been profound differences in the students’ academic improvement and achievement; the LSM management levels among the students have decreased because of prior LSM teaching deficiency. According to their experience, graduates give recommendation on how to optimize those courses given to Secondary school students. As result of this research, and from this figures, we propose a project of bilingual education NETWORK for Deaf people between Europe and Latin-America (REDBS).
Swart, Claudia. "An analysis of the tourism curriculum at Boland College : what the tourism industry in Stellenbosch requires from entry level college employees." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85827.
Full textENGLISH ABSTRACT: Students graduate from Boland College after obtaining the National Certificates N4 – N6 in Tourism. I have been working at Boland College Stellenbosch Campus as a tourism lecturer for 12 years and over the past few years I have found that students have been struggling to find employment in the tourism industry on completion of their studies. The national tourism curriculum offered at FET colleges was implemented in 1995 with the last renewal in 2001 for selected subjects. The tourism industry, however, is a vibrant, ever-changing industry which stands in direct contrast with a static, needs-insensitive and unchanging curriculum. The aim of this study was to establish in which respects the current national tourism curriculum corresponds, or does not correspond, with what the tourism industry in Stellenbosch requires from entry-level employees in terms of expected skills, knowledge and attitudes. Qualitative methods were used to generate data from employers representing the tourism industry in Stellenbosch, graduates and lecturers from Boland College. Research participants were interviewed using semi-structured interviews. The data was analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spread sheet analysis. The results revealed specific areas where the current national tourism curriculum does not correspond with the expectations and needs that the tourism industry in Stellenbosch has from entry-level employees in terms of expected skills, knowledge and attitudes.
AFRIKAANSE OPSOMMING: Studente ontvang ‘n kwalifikasie in Toerisme nadat hulle die Nasionale Sertifikate N4 – N6 in Toerisme voltooi het. Ek werk die afgelope 12 jaar as toerismedosent by Boland Kollege Stellenbosch Kampus. Gedurende die afgelope paar jaar het ek gevind dat studente sukkel om werk te kry in die toerismebedryf nadat hulle hul studies voltooi het. Die nasionale toerisme-kurrikulum wat by VOO Kolleges aangebied word, is in 1995 geïmplementeer en die laaste keer in 2001 hernu en boonop slegs in sekere vakke. Die toerismebedryf is egter ‘n lewendige, vinnig-veranderende industrie in direkte teenstelling met die statiese, onveranderde kurrikulum wat oënskynlik nie sensitief genoeg is vir die behoeftes van die toerismebedryf nie. Die doel van hierdie studie was om vas te stel in watter mate die huidige nasionale toerisme-kurrikulum ooreenstem, of nie ooreenstem nie, met wat die toerismebedryf in Stellenbosch verwag van intreevlak-werknemers in terme van verwagte vaardighede, kennis en houdings. Kwalitatiewe metodes is gebruik om data te genereer en onderhoude is gevoer met werkgewers wat die toerismebedryf in Stellenbosch verteenwoordig asook gegradueerdes en dosente van Boland Kollege. Daar is hoofsaaklik gebruik gemaak van semi-gestruktueerde onderhoude. Die data-analise het bestaan uit verbatim getranskribeerde onderhoude, die kodering daarvan asook ‘n genoteerde Excel-ontledingstaat. Die resultate van die studie dui op spesifieke aspekte van die nasionale toerisme kurrikulum wat nie ooreenstem met die verwagtinge en behoeftes wat die toerisme-industrie in Stellenbosch het van intreevlak werknemers in terme van vaardighede, kennis en houdings nie.
Lee, Hsiu-Feng, and 李秀鳳. "The influences of occupation training quality, organizational dynamic capability, training effectiveness and individual’s competence: cases of the catering occupational category in Taoyuan Occupation Training Center." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9263a2.
Full text中國科技大學
企業管理研究所
102
The purpose of occupation training is to enhance personal skill, to incubate individual’s independence and confidence, and to make an individual adapt to the job environment. No matter in theory or in practice, occupation training is usually highly related to outer environmental change, and the growth of an enterprise is usually highly related to the career development of a labor as well; hence, the urgent need of occupation training is even serious than before. The main objective of this study is to investigate the mutual influential relationship among four variables such as occupation training quality, organizational dynamic capability, training effectiveness and individual’s competence, meanwhile, it also investigates if an individual’s competence shows significant mediating effect on occupation training quality and training effectiveness. In this study, questionnaire survey method is used, and 351 copies of internet questionnaires are returned; 118 copies of paper questionnaire are issued, and the real returned copies are 102, with the deduction of 39 invalid questionnaires such as random answering and missing fill-up of questionnaire, the effective questionnaire comes to a total of 414 copies. Moreover, Linear Structural Relations Model (AMOS) is used to verify its deduction and hypothesis. The verification results of this study are: 1. The quality of occupation training shows significant and positive effect on organizational dynamic capability. 2. The quality of occupation training shows significant and positive effect on training effectiveness. 3. The quality of occupation training shows significant and positive effect on individual’s competence. 4. Individual’s competence shows significant and positive effect on training effectiveness. 5. Dynamic capability shows significant and positive effect on training effectiveness. 6. Individual’s competence shows significant mediating effect on occupation training quality and training effectiveness.
Li, Hua-Bo, and 李化博. "Research on how well Military Occupational Specialty (MOS) Instructors can accept Technology Learning – A Case Study on MOS Instructors of an Army Branch Training Center." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/6c5d82.
Full text國立臺南大學
數位學習科技學系數位學習科技碩士在職專班
104
Renovation of Defense Force is a series of non-stop processes, including not merely hysical weapon renovations, streamlining of systems, organizations, trainings and military theories, but also at the same time cultural renovations, promotion on management mechanisms and non-stop improving of how people think. This research focuses on how MOS (military occupational specialty) instructors (with different backgrounds and specialties) in an Army Branch Training Center would accept the overall policy on “Digital Learning” implemented by the MND (Ministry of National Defense), in order to discover answers to the following questions: (1)How well can these instructors participate on digital learning? (2)How can MND policy on “Digital Learning” influence these soldiers (and instructors)? This research had been conducted through questionnaires on 104 MOS instructors of a chosen Army Branch Training Center, and the outcome was a result after calculated statistically under oriented-descriptions, independent t-sample Examinations and single-variable analysis via IBM SPSS-22. The outcome of the research tells us that MOS instructors will react positively on” Acknowledgement on Usefulness” in face of “Computer-related anxiety”, and they also have high interest on “Acknowledgement on Simple Problem-Shooting” when facing “Self-Oriented Learning”, “A Supportive Working Environment”. Different hierarchical branches (Officers and Non-Commissioned Officers) can also affect how well one accepts “Digital Learning System”.
Aronstam, Maria Cornelia. "A curriculum for training of occupational therapists in early childhood intervention." Diss., 2002. http://upetd.up.ac.za/thesis/available/etd-08012007-144320.
Full text簡金圳. "A study of electronic professional for occupation of evaluation indicators on Public Vocational Training Center in Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/78449756185074482363.
Full text國立臺灣師範大學
工業教育學系在職進修碩士班
91
This thesis aims at exploring assessment index of the electric- machinery professional category in the public job training centers in Taiwan. To achieve the research objective, we compile the questionnaires to the assessment index of the electric-machinery professional category in the public job training centers in Taiwan as a research tool. By means of questionnaires and stratified random sample, we focus on the trainers as the mother group from the 13 public job training centers nation-wide, sampling 55 electric-machinery professional trainers and 60 administrators as the objects of study. The statistical analyses used in this thesis mainly include frequency allocation, percentage, mean, standard deviation, t-test, and One-way ANOVA, etc. The following conclusions and suggestions are acquired and presented after a series of analyses. 1.There are ten facets in conclusion as far as electric-machinery professional assessment index is concerned, such as, class-opening requirement and plan, the training objectives, the application of faculty, the training materials, the practice of training, the materials and facility of machinery, the measures of factory safety, the room and space of training, the effect of training, and other features. Accordingly, we develop 81 items for reference guides. 2.All the trainers are inclined to choose “importance” to the overall importance of the electric-machinery professional assessment index. 3.The trainers under different backgrounds, such as “professional types, teaching seniority, educational background and working experience, held dissimilar opinions to the following facets, the practice of training, the room and space of training, the materials of training and the application of faculty. But they were unanimous otherwise. According to the literature analysis, research discovery and the conclusions, the researcher presents some suggestions to the job-training authorities concerned, job-training centers, the electric-machinery professional trainers and the follows-on so as to improve training and follow-up research as a reference.
Books on the topic "Occupational Training Center"
California. Employment Development Dept., ed. The one-stop career center system survey. [Sacramento] CA: Employment Development Dept., 2001.
Find full textMontana. Dept. of Labor and Industry., ed. Workforce development: Career center system statewide plan. [Helena, Mont.]: Dept. of Labor and Industry, 1995.
Find full textCass Civilian Conservation Center (U.S.), ed. CASS, Job Corps Center, Ozark, Arkansas. [Washington, D.C.?: Job Corps, 1995.
Find full textJohn J. Heldrich Center for Workforce Development., Edward J. Bloustein School of Planning and Public Policy (Rutgers University), and United States. Employment and Training Administration. Office of Policy and Research., eds. One stop innovations: Leading change under the WIA One-Stop Center. Washington, D.C: U.S. Dept. of Labor, Employment and Training Administration, Office of Policy and Research, 2002.
Find full textPine Knot Job Corps Center (U.S.). Pine Knot Job Corps Center: Train for your future. Pine Knot, KY: The Center, 1993.
Find full textBurghardt, John A. National Job Corps study: Impacts by center characteristics. Washington, D.C: The Office, 2001.
Find full textStack, Treva. Anatomy of a one-stop: Baltimore City Eastside Career Center. Washington, D.C: U.S. Dept. of Labor, Employment and Training Administration, 2006.
Find full textCivilian Conservation Center (U.S.). Oconaluftee Job Corps. Oconaluftee Job Corps Center. Cherokee, N.C: Oconaluftee Job Corps, Civilian Conservation Center, Great Smoky National Park, 1990.
Find full textService, United States Forest. Frenchburg Job Corps Center: Train for your future. Atlanta, Ga.?: USDA Forest Service, Southern Region, 1994.
Find full textService, United States Forest. LBJ Job Corps Center: Train for your future. [Atlanta, Ga.?: USDA, Forest Service, Southern Region], 1994.
Find full textBook chapters on the topic "Occupational Training Center"
Prak, Maarten, and Patrick Wallis. "Transferring useful knowledge. Quality mechanisms in European apprenticeship." In L’economia della conoscenza: innovazione, produttività e crescita economica nei secoli XIII-XVIII / The knowledge economy: innovation, productivity and economic growth, 13th to 18th century, 177–92. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0092-9.11.
Full textGiambona, Francesca, Adham Kahlawi, Lucia Buzzigoli, Laura Grassini, and Cristina Martelli. "Big data analysis and labour market: an analysis of Italian online job vacancies data." In Proceedings e report, 117–20. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.22.
Full textFrankland, Tammy, and David Bodily. "Interdisciplinary Health Science Simulation Center." In Examining the Impact of Community Colleges on the Global Workforce, 229–43. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8481-2.ch012.
Full textde la Fuente, Yolanda, Eva Sotomayor, Dolores Escarabajal, Samuel Romero, and María del Carmen González. "Enhancing Autonomy in Persons with Intellectual Impairments by Means of ICT Tools." In Handbook of Research on ICTs for Human-Centered Healthcare and Social Care Services, 763–83. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3986-7.ch040.
Full textSouza, Ana Beatriz dos Santos, João Victor Silva Borges, Victor Hugo Martins de Morais, Nonato Márcio Custódio Maia Sá, André Maia Pantoja, and Joubert Marinho da Silva Bentes. "Occupational therapeutic interventions with the application of the Exercise Activity Protocol (PAE) for the physical rehabilitation of patients with leprosy sequelae: Experience report." In Challenges and Research in Health Sciences: A Multidisciplinary Approach. Seven Editora, 2024. http://dx.doi.org/10.56238/sevened2024.012-022.
Full textRafeedie, Samia H. "Why Occupation Matters for Survivors of Traumatic Brain Injury (TBI)." In 50 Studies Every Occupational Therapist Should Know, edited by Elizabeth A. Pyatak and Elissa S. Lee, 289–96. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/med/9780197630402.003.0042.
Full textBesky, Sarah. "Subnational Occupations." In Darjeeling Reconsidered, 197–218. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199483556.003.0010.
Full textPérez-Calderón, Esteban, María Pache-Durán, Beatriz Rosado-Cebrián, Jorge M. Prieto-Ballester, and Patricia Milanés-Montero. "Acquiring Competencies Through Teamwork Activity." In Global Considerations in Entrepreneurship Education and Training, 41–56. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7675-4.ch003.
Full textRudolph, John L. "Should We Be Training More Scientists? The Numbers Say No." In Why We Teach Science (and Why We Should), 82–101. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192867193.003.0004.
Full textMorolong, Bantu, Rebecca Lekoko, and Veronica Magang. "Dynamics of Public Training in a University Setting." In Advances in Educational Marketing, Administration, and Leadership, 281–95. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch014.
Full textConference papers on the topic "Occupational Training Center"
Kakizaki, Takao, Jiro Urii, and Mitsuru Endo. "Application of Digital Human Models to Physiotherapy Training." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59455.
Full textAskar, Nia Fararid, Dian Herawati, Dinar Nugroho Pratomo, Susilawati, and Uswatun Khasanah. "The Implementation of Occupational Health Safety (OHS) Activities Reporting Web-Based System in Community Public Health Centre at Yogyakarta City Health Office." In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.34.
Full textOwens, Kevin, Lisa Townsend, and Benjamin Goldberg. "Integrating Experiential Simulation into Classroom Instruction with Synthetic Experience Events." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005028.
Full textKurniawan, Hendri. "Various Alertness Cognitive Stimulation on the Optimization of Motor Recovery Among Post Stroke Patients in Neurorehabilitation Program." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.06.
Full textKeogh, G. P. "An approach to grid control engineer training using national occupational standards." In International Conference on People in Control (Human Interfaces in Control Rooms, Cockpits and Command Centres). IEE, 1999. http://dx.doi.org/10.1049/cp:19990166.
Full textScoda, Andreea diana, and Angela Andrei. "ARE VIRTUAL CAREER GUIDANCE CENTRES NEEDED IN THE ROMANIAN SCHOOLS?" In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-118.
Full textRubtsov, M. Yu, and V. V. Serikov. "PSYCHOPHYSIOLOGICAL RESEARCH METHODS EFFECTIVENESS OF ELECTRIC TRAIN DRIVERS PROFESSIONAL PERFORMANCE ASSESSMENT." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-427-431.
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