Relevant bibliographies by topics / Short courses

Academic literature on the topic 'Short courses'

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Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Short courses"

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Khan, Tabrej, and Syed Asif Hassan. "SHORT COURSES ELEARNING SYSTEM." INTERNATIONAL JOURNAL OF CURRENT ENGINEERING AND SCIENTIFIC RESEARCH 6, no. 12 (December 2019): 1–5. http://dx.doi.org/10.21276/ijcesr.2019.6.12.1.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 59, no. 5 (October 2017): 114–15. http://dx.doi.org/10.1109/map.2017.2731841.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 59, no. 6 (December 2017): 104–15. http://dx.doi.org/10.1109/map.2017.2752727.

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Wasky, Raymond. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 63, no. 4 (August 2021): 113–14. http://dx.doi.org/10.1109/map.2021.3085200.

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Wasky, Raymond. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 63, no. 3 (June 2021): 91. http://dx.doi.org/10.1109/map.2021.3069238.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 63, no. 1 (February 2021): 73–74. http://dx.doi.org/10.1109/map.2020.3039779.

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Wasky, Raymond. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 63, no. 2 (April 2021): 51–52. http://dx.doi.org/10.1109/map.2021.3053973.

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Wasky, Raymond P. "Short Courses." IEEE Antennas and Propagation Magazine 49, no. 2 (April 2007): 124–25. http://dx.doi.org/10.1109/map.2007.376663.

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Wasky, Raymond P. "Short Courses." IEEE Antennas and Propagation Magazine 50, no. 2 (April 2008): 169–70. http://dx.doi.org/10.1109/map.2008.4562288.

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Jachowski, Doug, Rich Sutton, and Jemal Hajibrahim. "Short Courses." IEEE Microwave Magazine 12, no. 3 (May 2011): 58–60. http://dx.doi.org/10.1109/mmm.2011.940309.

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Dissertations / Theses on the topic "Short courses"

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Nicholls, Jonathan. "By guess and by God : two short courses on water /." Title page and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arn6135.pdf.

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Cornwall, Timothy Brooke, and cornwall@inet co th. "Seminar Leader Effectiveness: Teaching Short Courses in the Thai Business Community." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070201.162658.

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Research and literature on teaching adults primarily discusses longer courses within the sphere of formal education, that is formal tertiary education and non-formal education (typically work-place or work-related learning). While both these fields provide a rich source of general information, it is difficult to find research texts that specifically deal with teaching adults in a seminar environment, that is, a planned, one-off learning event ranging in length from three hours to two days. While some research has focused on Thai culture in general and the nature of Thai university teaching in particular, very little has been published concerning the teaching of Thai adults, whether in a formal setting such as a university or college, or in a non-formal, work-place or work-related setting. This research reflects an effort to compensate for this pronounced lack of research in teaching adults in a short course environment and the paucity of research on teaching Thai adults. Using a case-study method, fifteen Western or Western-educated Thai trainers in the Thai short-course market were interviewed to determine the characteristics of an effective short-course trainer instructing courses in English. Based on a semi-structured interview format, with questions framed from the literature review, eight key characteristics were determined that reflect the qualities of an effective trainer in the Thai market. Centered on the vital role played by trainers' knowledge of the participants and their culture, the characteristics identified by the research highlight the need to foreground key aspects of participant culture when planning and presenting a short course in the Thai business community. While content expertise and teaching skills remain important, the key to effectiveness lies in acquiring and skillfully applying a knowledge of participants that goes beyond needs analysis to include a generic knowledge of the social norms that identify Thais as a cultural group throughout the training process. The eight characteristics are discussed in detail, and while some aspects of these are consistent with the conventional wisdom discussed in the literature review, most arose from the analyses of comments provided by the interviewees. This discussion leads into a number of recommendations for new trainers in this market and concludes with insights into further areas of study that could prove useful in Thai and other cultures, and for educators involved in short- or long-course events.
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Schachman, Alan. "An examination of current Navy medical professionals management oriented service short courses /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA268522.

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Schachman, Alan Jr. "An examination of current Navy medical professionals management oriented service short courses." Thesis, Monterey, California. Naval Postgraduate School, 1993. http://hdl.handle.net/10945/39840.

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This thesis describes and analyzes the Navy's service short courses available to medical professionals. The description covers course content (subjects being taught), describes contact hours (time a class is taught), and evaluates the depth and breadth of content. The information from each course is compared to the needs of a medical treatment facility (MTF) manager, as determined by the Naval Postgraduate School 'Needs Assessment'. This examination shows that many Navy medical professional service short courses cover parts of the knowledge and skills needed to manage a medical treatment facility. The courses examined focus mainly on leadership and management skills. In order to more accurately describe and analyze these courses, obtaining more detailed information, observing the courses being taught, and interviewing course instructors is recommended.
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Jones, Kirsten. "Do university work-based learning short courses widen access to higher education and powerful knowledge?" Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/100742/.

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With Welsh Government and European Structural Fund (ESF) support, Welsh universities have been incentivised to engage regional employers in ‘upskilling’ working adults and encourage non-traditional routes into higher education. Participating universities have provided short accredited courses through work-based learning projects in subject areas identified as having skills deficits. Such instrumental curricula brought with them the need for tailored pedagogies and assessment strategies to support the achievement of higher education credits for these non-traditional university students. It is here that the link to the thesis’ theoretical framing is established. It draws on sociological curriculum theory that distinguishes and assigns power differentials to curriculum and which cautions against an overemphasis on skills-based knowledge within vocational curriculum. The premise is proposed that the knowledge type inherent to these work-based learning courses is very different to mainstream university curriculum and distances itself from theoretical ‘powerful’ knowledge (Young 2008) to the point it becomes powerless. Questions of curriculum equity within higher education are thus raised and considered in view of these courses as a recognised form of widening access to higher education activity. The empirical component of the thesis is qualitative and relates the experiences of work-based learning university lecturers and course participants to curriculum theory and the epistemic access (Morrow 2009) to which course participants were exposed. Twelve semi-structured interviews with university lecturers from three Welsh universities were undertaken along with six focus groups comprising work-based learning course participants. Findings reveal that characteristics associated with both widening access and powerful knowledge were apparent but inconsistent. For many stakeholders, the raison d'etre of the courses was the tangible ‘upskilling’ offered. Such views problematised the accredited higher education component of the courses. Conclusions offer that the approach taken by individual course participants and the lecturers’ pedagogic practice were key determinants in how courses were delivered, received and the extent to which powerful knowledge could be identified. This individual orientation similarly determined the potential for these courses to be transformative educational experiences.
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Reitsma, Gerda Marié. "'n Model vir die kortkursus-indiensopleiding van onderwysers vir die leerarea Tegnologie / Gerda Marié Reitsma." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1200.

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The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.
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Neto, Ticiane Silveira. "Formação continuada de professores de química: uma análise sobre o entendimento e aceitação das atividades propostas em cursos de curta duração." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-27042015-163717/.

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Este trabalho é resultado de uma pesquisa realizada com professores de Química do ensino médio de escolas públicas e particulares participantes de dois cursos de formação continuada realizados por uma Universidade de São Paulo, o primeiro curso ocorreu em julho 2011 e o segundo em janeiro de 2012. Sendo assim, nosso campo de pesquisa é a formação continuada de professores de Química, mais especificamente, cursos de curta duração, como, por exemplo, os cursos estudados nessa pesquisa que ocorreram no período de aproximadamente uma semana. O nosso foco principal foi pesquisar como os professores estão entendendo e aceitando as atividades que lhes são propostas nesses cursos com a possibilidade de serem aproveitadas no cotidiano da escola. Foram instrumentos dessa pesquisa entrevistas, gravações de áudio e matérias produzidos pelos professores. O tratamento dos dados se constituiu através da observação, análise e criação de categorias de análise a posteriori. Trabalhamos nesse sentido a fim de construir um instrumento de análise que nos permitisse extrair de maneira mais coesa e estruturada as intenções contidas nos dados coletados tanto sobre professores, como sobre os formadores e o contexto vivido por ambos. Os resultados nos mostram que para que as atividades dos cursos sejam utilizadas em sala de aula é preciso que o professor primeiro as entenda, ou seja, que se sintam seguros quanto ao domínio do conteúdo que as envolve; depois que as aceite, pois o sujeito poderá entende a atividade, mas não aceita-la no sentido de acreditar que seu uso poderá resolver alguns dos seus problemas de ensino e aprendizagem. Os cursos de curta duração parecem não oferecem tempo suficiente para que os processos de entendimento e aceitação se concretizem, mas são importantes à medida que apresentam alternativas, motivam, mostram caminhos de como, porque, onde e quando usar determinada atividade. Caberá a esse professor, caso se interesse pelo assunto, se aprofundar através de estudos individuais ou buscar outros cursos mais longos e específicos.
This work is the result of a survey taken with Chemistry teachers of high school participants from two public and private schools continuing education courses conducted by a UNIVERSITY of São Paulo, the first course took place in July 2011 and the second in January 2012. Thus, our research field is the continuing education of Chemistry teachersof chemistry, more specifically, short courses, for example courses studied here occurred in the period of approximately one week. Our main focus was to investigate how teachers are understanding and accepting the activities presented to them in these courses with the possibility of being exploited in the school routine. The instruments of this study were interviews, audio recordings and other materials produced by teachers. Data treatment consisted of observation, analysis, and creation of empirical categories retrospectively. We worked towards this direction in order to build an analytical tool that would allow us to extract in a more cohesive and structured manner the intentions contained in the collected data both on teachers and on those trainers and the context experienced by both. Results show that so the activities of the courses are used in the classroom, it is necessary that the teacher first understand them, or make them feel safe about their domain over the content involved; after accepting them, the subject can understand the activity, but not accept it in the sense of believing that their use might solve some of their teaching and learning problems. Short courses do not seem to offer enough time so that the processes of understanding and acceptance materialize, but are important as they present alternatives, motivate, show ways of how, why, where and when to use some particular activity. It\'s up to this teacher, if they are interested in the subject, delving through individual study or pursue other longer and specific courses.
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Welch, Alisa Eve. "Short Stories." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/811.

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In these six intertwining fictional short stories, one fateful decision ripples through the lives of multiple generations. Annie is an unmarried young mother during World War II when she leaves her young daughter in the care of a childless couple. When Annie fails to return for the child after days and then years, a new and fragile family is formed only to be tested by Annie's eventual return. The other stories in this collection follow the daughters and granddaughters who have to navigate their own lives in the shadow of this abandonment. Spanning multiple decades, Annie's decision remains a pivotal psychological scar imprinted in her descendants and those left to care for the child that she could not.
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Merriman, Ryan. "We Rode Alone, Of Course: A Collection of Short Stories." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1588689884957891.

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Wootten, David F. "Short Term Time Course Skeletal Responses to High Intensity Physical Exercise." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27880.

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The purpose of this randomized controlled trial was to investigate temporal skeletal responses to short-term high intensity physical activity. Twenty-eight normal active females [age: 20.7 +/- 2.1 yr (mean +/- SD)] were randomized into exercise (EX, n = 15) or control (CN, n = 13) groups. The exercise group trained 6 days/wk for 6 wk, which consisted of maximal isokinetic knee flexion/extension 3 days/wk, combined with 3 days/wk running. The purpose was to expose the tibiae to a period of abruptly increased loading forces. Tibial bending stiffness (EIMRTA), and serum concentrations of biochemical markers of bone formation [osteocalcin (OC)], and bone resorption [n-telopeptide of type I collagen (NTx)] were measured at baseline, 2 wks, 4 wks, and 6 wks. Isokinetic concentric knee extension/flexion peak torque, as well as total body and site-specific bone mineral density (BMD) were measured at baseline and 6 wk. After training, the exercise group significantly increased (p < 0.05) isokinetic concentric peak torque for the dominant (13.6%) and non-dominant (5.7%) quadriceps, as well as dominant (7.7%) and non-dominant (9.5%) hamstrings, compared to the controls. No differences for total body or site-specific BMD were noted. A two-way multivariate repeated measures ANOVA revealed no timeâ ¢group interactions for composite tibial bending stiffness [(EIMRTA); p = 0.57] or the biochemical markers of bone turnover [(OC and NTx); p = 0.15] across the four sampling periods. While there were no main effects for group, a trend for time (p = 0.051) for composite EIMRTA was observed. The exercise group demonstrated a 20% increase in EIMRTA from baseline (74.8 +/- 22.3 Nm2) to 6 wk (89.8 +/- 24 Nm2), compared to controls who demonstrated a 4% increase (Baseline 86.5 +/- 23.8 Nm2; 6 wk 90 +/- 23.7 Nm2). Significant group differences (p = 0.05) were noted for OC, but not NTx. Differences (p < 0.05) for OC were observed at baseline [13.2 +/- 2.4 ng/ml (CN), 15.6 +/- 2.7 ng/ml (EX)], and follow-up ANCOVA revealed no differences for subsequent sampling periods. Main effects for time were found for OC and NTx (p < 0.001). Main effects for time in OC were attributable to changes in the exercise group (p < 0.01) and NTx (p < 0.01), but not the control group.
Ph. D.
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Books on the topic "Short courses"

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London, University of East. Short courses for adults. London: UEL, 1996.

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Fraser, Grace. Short courses for professional development. Newtownabbey: University of Ulster, 1987.

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Polytechnic, Manchester. Part-time and short courses. Manchester: Manchester Polytechnic, 1986.

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Polytechnic, Manchester. Part-time and short courses. Manchester: Manchester Polytechnic, 1985.

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Polytechnic, Manchester. Part-time and short courses. Manchester: Manchester Polytechnic, 1988.

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Polytechnic, Manchester. Part-time and short courses. Manchester: Manchester Polytechnic, 1987.

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Forster, Brigitte, and Peter Massopust, eds. Four Short Courses on Harmonic Analysis. Boston, MA: Birkhäuser Boston, 2010. http://dx.doi.org/10.1007/978-0-8176-4891-6.

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Klindt, Thomas H. Quality in graduate short courses and workshops. Knoxville, Tenn: Tennessee Conference of Graduate Schools, 1987.

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Careers Research and Advisory Centre. Inside insight courses: Advice and ideas for organizing and running short courses. Cambridge: Hobsons Limited (for CRAC), 1986.

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Council, British. Short courses English for specific purposes: Summer 1995. Manchester: British Council, 1994.

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Book chapters on the topic "Short courses"

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Zhang, Jun. "Applications in Symplectic Geometry." In CRM Short Courses, 81–127. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37888-2_4.

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Zhang, Jun. "Tamarkin Category Theory." In CRM Short Courses, 41–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37888-2_3.

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Zhang, Jun. "Preliminaries." In CRM Short Courses, 13–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37888-2_2.

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Heydenreich, Markus, and Remco van der Hofstad. "Introduction and Motivation." In CRM Short Courses, 3–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62473-0_1.

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Heydenreich, Markus, and Remco van der Hofstad. "The Nonbacktracking Lace Expansion." In CRM Short Courses, 141–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62473-0_10.

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Heydenreich, Markus, and Remco van der Hofstad. "Further Critical Exponents." In CRM Short Courses, 155–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62473-0_11.

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Heydenreich, Markus, and Remco van der Hofstad. "Kesten’s Incipient Infinite Cluster." In CRM Short Courses, 169–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62473-0_12.

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Heydenreich, Markus, and Remco van der Hofstad. "Finite-Size Scaling and Random Graphs." In CRM Short Courses, 175–218. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62473-0_13.

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Heydenreich, Markus, and Remco van der Hofstad. "Random Walks on Percolation Clusters." In CRM Short Courses, 221–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62473-0_14.

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Heydenreich, Markus, and Remco van der Hofstad. "Related Results." In CRM Short Courses, 231–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62473-0_15.

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Conference papers on the topic "Short courses"

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"Short courses." In Proceedings of 35th European Solid-State Device Research Conference, 2005. ESSDERC 2005. IEEE, 2005. http://dx.doi.org/10.1109/essder.2005.1546741.

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"Short Courses." In 2020 IEEE Symposium on VLSI Circuits. IEEE, 2020. http://dx.doi.org/10.1109/vlsicircuits18222.2020.9162801.

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"Short courses." In IEEE Ultrasonics Symposium, 2005. IEEE, 2005. http://dx.doi.org/10.1109/ultsym.2005.1602754.

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"Short Courses." In 2007 European Conference on Lasers and Electro-Optics and the International Quantum Electronics Conference. IEEE, 2007. http://dx.doi.org/10.1109/cleoe-iqec.2007.4387083.

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"Short courses." In Proceedings of 35th European Solid-State Device Research Conference, 2005. ESSDERC 2005. IEEE, 2005. http://dx.doi.org/10.1109/essder.2005.1546730.

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"Short courses." In 2016 IEEE-APS Topical Conference on Antennas and Propagation in Wireless Communications (APWC. IEEE, 2016. http://dx.doi.org/10.1109/apwc.2016.7738100.

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"Short Courses." In 7th International Conference on Numerical Simulation of Optoelectronic Devices. NUSOD'07. IEEE, 2007. http://dx.doi.org/10.1109/nusod.2007.4348991.

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"Short courses." In 2008 2nd Electronics Systemintegration Technology Conference. IEEE, 2008. http://dx.doi.org/10.1109/estc.2008.4684568.

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"Short courses." In 2008 IEEE Radio and Wireless Symposium. IEEE, 2008. http://dx.doi.org/10.1109/rws.2008.4463411.

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"Short Courses." In 2020 IEEE Symposium on VLSI Technology. IEEE, 2020. http://dx.doi.org/10.1109/vlsitechnology18217.2020.9265030.

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Reports on the topic "Short courses"

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Rain-Griffith, Liz. Short- and Long-term Impacts of a Deliberative Pedagogy in Introductory Biology and Chemistry Courses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7431.

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Lamb, Thomas. The National Shipbuilding Research Program. Report on Short Courses for the Training of Shipyard Management and Workers. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada447628.

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Scott, Paul W. Short Course on Design for Production Integration, Course Notes. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada455546.

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Kevin Galbreath. Subtask 4.2 - Coal Gasification Short Course. Office of Scientific and Technical Information (OSTI), June 2009. http://dx.doi.org/10.2172/1001418.

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Kowalsky, Michael B., and Stefan Finsterle. TOUGH Short Course for Scientists and Engineers. Office of Scientific and Technical Information (OSTI), August 2006. http://dx.doi.org/10.2172/923185.

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Carroll, H. B. Native American Initiative Short Course Management Plan. Office of Scientific and Technical Information (OSTI), April 1999. http://dx.doi.org/10.2172/6046.

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Pebay, Philippe Pierre. A short course on measure and probability theories. Office of Scientific and Technical Information (OSTI), February 2004. http://dx.doi.org/10.2172/882320.

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Killeen, P. G., C. J. Mwenifumbo, B. E. Elliott, K. A. Pflug, L. D. Schock, and G. R. Bernius. Borehole geophysics in mineral exploration: short course manual. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1996. http://dx.doi.org/10.4095/207612.

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Carroll, Herbert B., William I. Johnson, and Judith H. Kokesh. 94-A13 Native American Initiative Short Course Management Plan. Office of Scientific and Technical Information (OSTI), April 1999. http://dx.doi.org/10.2172/6057.

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Oostrom, Martinus, Dale H. Meck, and Mark D. White. STOMP. Subsurface Transport Over Multiple Phases. An Introductory Short Course. Office of Scientific and Technical Information (OSTI), October 2003. http://dx.doi.org/10.2172/15010543.

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