Dissertations / Theses on the topic 'Training plans'
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Winter, Georgeann A. "Examining Teachers' Lesson Plans Following Universal Design for Learning Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2775.
Full textPorter, Laurel M. "Assessing Teacher Preference for Training Modalities for Behavior Intervention Plans." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7890.
Full textWong, Kwun-wah, and 黃觀華. "An alternative training & practicing campus." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984873.
Full text謝啓倫 and Kai-lun Alan Tse. "Aquatic leisure & training centre at Stanley." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984848.
Full text邱基衛 and Kei-wai Yau. "Chinese Cuisine Training Institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985567.
Full textHaarhoff, R., and S. D. Turner. "Developing sustainable (eco)tourism training and research plans for Ethiopian universities." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/299.
Full textThe economic value of tourism makes it an attractive sector for commerce. Ethiopia has experienced rapid changes during the last decade and can be regarded the leading economic stimulator of the Horn of Africa. The challenge is therefore not only to develop tourism in a sustainable way so that a growing population can be fed, but simultaneously to create better livelihoods for millions of people. The primary objective is to develop an overall education, training and multi-disciplinary research plan for Ethiopian universities with an integrated gender perspective in the field of (eco) tourism, taking into account the professional and/or educational needs of the labour market and the demand-driven research needs of relevant external stakeholders in Ethiopia. Specific plans for universities with regard to training courses, study programmes and demand-driven research programmes will be developed, while explicitly avoiding overlap and overprovision of the afore-mentioned courses and programmes at national level.
Rasheed, Saba. "Prediction of post secondary plans for rural Appalachian youth /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024527.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 194-203). Also available for download via the World Wide Web; free to University of Oregon users. Address: wwwlib.umi.com/cr/uoregon/fullcit?p3024527.
Printz, Regina Rosalie Gagliardo. "An indoor sports and training facility for Fairfax, Virginia." Thesis, Virginia Polytechnic Institute and State University, 1992. http://hdl.handle.net/10919/53332.
Full textMaster of Architecture
Evans, Gwynnen Stokes. "Programs on Paper: An Examination of Virginia's Service Delivery Area Job Training Partnership Act Title II-A Job Training Plans." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36528.
Full textMaster of Science
Li, Ying-wai, and 李英偉. "New Marine Police Headquarters & Training School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983510.
Full textGurdineer, Erin E. "The impact of demographics, resources, and training on the quality of school crisis plans." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565074.
Full textAs our nation has become more aware of severe, yet usually rare, crisis events in schools, the need for crisis planning is more evident. Although the severity of crises can differ greatly (e.g., school shooting versus physical assaults), crisis preparedness is an essential component of schools' responsibilities in order to effectively respond to a variety of situations. A total of 70 participants, from multiple states across the United States, completed an online questionnaire about demographic characteristics, resources for school crisis planning, and training on crisis topics. Participants also submitted a copy of their school's crisis plan to be evaluated using a recently developed checklist to assess the comprehensiveness of plans. The results indicated that school crisis plans were often lacking recommended components in the prevention, intervention, and postvention areas. Further analyses revealed that demographic variables did not significantly impact the variation in plan quality, and the total training score did not significantly predict plan quality. However, the regression analysis for the total resources score was significant in predicting plan quality. Another important finding of this research was that plans often included essential crisis procedures that were not included on the checklist used for evaluation. These results hold several implications for schools. First, schools should be revising and updating crisis plans on a regular basis. The lack of certain components based on the checklist should be taken into account when revising these plans. Schools may also want to invest in factors that will positively influence their crisis planning. The current study suggests that resources are a significant predictor of plan quality, and thus this should be an area where schools focus time and funding.
Leung, Tonny, and 梁啟東. "Human space flight training centre: a cradle for preparation of future space exploration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31987163.
Full textKong, Chiu-Kin. "Construction Training and Research Centre, Kowloon Bay." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946055.
Full text劉少偉 and Siu-wai Lau. "Vocational training centre for the deaf." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983443.
Full textChan, Sze-wang Frankie, and 陳仕宏. "Regional Airline Headquarters and Crew Training Centre at Chek LapKok." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984423.
Full textAnhalt, Cynthia Oropesa. "An investigation of prospective elementary teachers' use of mathematical representation as exhibited in their lesson plans." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/298744.
Full textTabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.
Full textDepartment of Geography
John A. Harrington Jr
Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.
Strickland-Cohen, Monica, and Monica Strickland-Cohen. "An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12550.
Full textPribble, Lois. "Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13008.
Full textThompson, Emily Kyle. "Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062868/.
Full textDeutsch, Alan Abraham. "Advanced training of nurses in oral health care and oral assessments to formulate and deliver comprehensive preventive oral care plans to improve oral health of residents with early dementia: A Feasibility study." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15738.
Full textPaulo, Walter de Oliveira. "Modelo metodológico de construção de indicadores de uso de TIC para gestão da produção de planos de ensino." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-08122016-154833/.
Full textThis work is about a methodological model developed in order to investigate a course of specialization in science education (Physics, Chemistry and Biology) for in-service teachers of the State of São Paulo. The course was offered by the state government through the REDEFOR program in the Faculty of Education, University of São Paulo. We tested the model building indicators for a sample of 400 education plans produced during the course by 246 teachers. From the reading and interpretation of the plans selected in the sample and the answers to surveys applied throughout the course, we investigated the use of Information and Communication Technologies (ICT) in proposing educational activities. To automate the process, the model incorporated three computer programs: NVIVO, EXCEL and SPSS which strengthened it, by combining with techniques of qualitative and quantitative analysis. Several statistical tests could be used in analysis with built indicators, among these, the multiple regression in which the indicators behaved as predictor variables (independents) and the indicators of educational plans as dependent variables. With the surveys we build two indicators: Formation (indFOR) and Daily Life and Work (indVDT) for both before and during the course. We compared each of these indicators with ICT use indicators of educational plans: Quantity (indQTIC) and Variety (indVTIC). In the analysis of multiple regression, the results showed that only the indVDT-before indicators and the indVDT-during statistically had significant differences in their average for the amount and the variety of ICT use. The association of the two indicators of Daily Life and Work with each indicator of educational plans was weak around 0.25, ie about 5% of the variance in the amount or variety of ICT use could be explained by the set of indicators. We deepen the research indTICenqVDTd via Cluster analysis to identify statistically significant groups in this variable together with the amount of ICT use indicators and variety and the indicator of official notes of SD. We found two groups, the first (group 1) held the best results (on average) in all indicators. The second group (group 2) showed the worst results (on average) of all indicators included in the cluster analysis. The combination of responses to polls items with the quantity and variety of ICT use found in SD and performance expressed by the official notes of SD, led us to conclude that when the teacher knows ICT and use it for your act of planning, syllabus quality tends to improve, and this may, as a consequence, bring improvements to the quality of their classes. The methodological model we have developed is versatile, considered as the main contribution of this work to the area of Education. For it, other resources used in classes as experimental activities, songs, poetry, comics, cooking recipes etc. They could be measured and investigated.
MARTINS, Paulo Fernando de Melo. "Carreira e formação de professores no Tocantins: da percepção dos licenciandos da UFT aos planos de carreira e remuneração do magistério público." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/1120.
Full textThis project is part of the teacher training research line in the post-graduation program of the education department at the Federal University of Goiás. It analyzes the career concepts and conceptions which guide the organization of the public teaching career in the State of Tocantins elementary education. It also examines the views of education graduates from the Federal University of Tocantins (UFT) regarding the limits and possible overlaps between initial training and expectations on teaching career and salary in the State and municipal networks in Palmas. Therefore, the research focused on three basic points: a) the organization of the public teaching career for elementary education in the State and municipal networks in Palmas; b) the characteristic of the teaching career in pedagogy projects within education degrees at UFT; c) the understanding and expectation of UFT education graduates regarding career and salary during the training process. For that purpose, the research was made through bibliographical and documentary sources, as well as field work using questionnaires to collect data amongst 118 interviewee who graduated in education degrees in 2009 in the Campuses of Araguaína (geography, History, Mathematics and Literature), Palmas (Pedagogy) and Porto National (Biology Science, Geography, History and Literature). The documents below stand out amongst those analyzed: The Career, Positions and Remuneration plan (PCCR) in the State and municipal public teaching and the laws that established it in the State of Tocantins, the Institutional Development Plan (PDI), The Institutional Pedagogy Plan (PPI) and Pedagogy Projects of education degrees (PPC) at UFT. The study investigated the organization of public teaching career in elementary education according to the theoretical perspective based on the principle which states that teachers are under a capitalistic logic. Under that perspective, the nature of work is based on the conditions established by relations of production, even though teachers all have the same identity when it comes to the teaching job. To set a good initial training based on a significant learning and on an efficient teaching training and valorization, we assumed that teaching degrees shouldn t separate the theoretical foundations of education and the knowledge regarding the training which focuses on other dimensions of the teaching job and more precisely on the professional ones (career, salaries, organizational aspects, work conditions, continuing education, etc). Therefore, the research highlighted the importance of the professional dimension of teaching, and especially the career organization in order to understand the policies set to valorize teaching. This is especially true in a moment when career issues get a lot of attention in political debates about quality improvements in the Brazilian education. The results of the research have shown that the teaching career as a theme is significantly present in the syllabus of the teaching degrees at UFT. However, the organization of the teaching career is not appearing as a relevant question in pedagogy projects of the degrees neither on institutional plans. Apart from that, the research revealed that because of the work conditions and salaries in the State of Tocantins, the teaching career is still attractive for education graduates who were interviewed even though the PCCR are made up as tools to achieve neo-liberal projects in the State of Tocantins.
A presente investigação, que integra a linha de pesquisa Formação e Profissionalização Docente do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal de Goiás, analisa os conceitos e concepções de carreira profissional que orientam a estruturação da carreira docente do magistério público na educação básica do Estado do Tocantins e a percepção dos licenciandos da Universidade Federal do Tocantins (UFT) em relação aos limites e possíveis imbricações entre a formação inicial e as expectativas sobre a carreira e a remuneração dos professores da rede estadual de ensino e da prefeitura de Palmas. Para tanto, a pesquisa buscou articular três dimensões básicas: a) a estruturação da carreira do magistério público da educação básica nas redes estadual e municipal de Palmas; b) a caracterização da carreira docente nos projetos pedagógicos dos cursos de licenciatura da UFT; c) a compreensão e as expectativas dos licenciandos da UFT a propósito da carreira e remuneração no seu processo de profissionalização. Nessa direção, recorreu-se à pesquisa em fontes bibliográficas e documentais, assim como à pesquisa de campo por meio da proposição de questionário para coletar dados junto aos 118 concluintes dos cursos de licenciatura, em 2009, nos campi de Araguaína (Geografia, História, Matemática e Letras), Palmas (Pedagogia) e Porto Nacional (Ciências Biológicas, Geografia, História e Letras). Dentre os documentos analisados destacam-se: os planos de carreira, cargos e remuneração (PCCR) do magistério público estadual e municipal e as leis que os instituíram no estado, o Plano de Desenvolvimento Institucional (PDI), o Plano Pedagógico Institucional (PPI) e os projetos pedagógicos dos cursos de licenciatura (PPC) da UFT. O estudo investigou a estruturação da carreira docente do magistério público da educação básica à luz da perspectiva teórica alicerçada no princípio de que os professores estão submetidos aos parâmetros da lógica capitalista, sendo a natureza do trabalho distinguida a partir das condições determinadas pelas relações de produção, ainda que todos possuam a mesma identidade em relação ao trabalho de ensinar. Para configurar uma formação inicial substantiva ancorada numa aprendizagem significativa e numa valorização e profissionalização docente efetiva, partimos do pressuposto de que os cursos de licenciatura não devem dissociar os fundamentos teóricos da educação e os conhecimentos relativos à formação pedagógica mais específica de outras dimensões do trabalho docente, mais precisamente da dimensão profissional (carreira, salários, aspectos organizacionais, condições materiais de trabalho, formação continuada etc). Portanto, a pesquisa buscou seus objetivos compreendendo que o estudo da dimensão profissional do trabalho docente, em especial, da estruturação da carreira, se reveste de grande importância no processo de compreensão das políticas de valorização do magistério, principalmente num momento em que cada vez mais a questão da carreira adquire centralidade nos debates políticos acerca da melhoria da qualidade da educação brasileira. Os resultados da pesquisa indicaram que a carreira docente enquanto tema encontra-se presente em parte significativa dos ementários das disciplinas dos cursos de licenciatura da UFT. Todavia, a estruturação da carreira docente não se apresenta como uma questão relevante nos projetos pedagógicos dos cursos e mesmo dos planos institucionais. Além disso, observou-se que, dada às condições de trabalho no Estado e os níveis de remuneração, a carreira docente ainda é um tanto atrativa para os licenciandos pesquisados, mesmo que os PCCR se constituam como ferramentas de consecução de projeto de inspiração neoliberal no Estado do Tocantins.
Dias, Catarina Maria S. Carranca Nunes. "Diagnóstico de necessidades de formação dos recursos humanos do Centro de Dia da Boa-fé." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18424.
Full text何偉廷 and Wai-ting Ho. "Diving Paradise-Scuba Diving Centre at Hoi Ha Wan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983881.
Full textNasios, Konstantinos. "Improving chemical plant safety training using virtual reality." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/10039/.
Full textFernandes, Ana Adélia Marques. "O processo de formação na Allianz Portugal." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19309.
Full textO presente Trabalho Final de Mestrado (TFM) incide sobre o processo de Formação e Desenvolvimento na Companhia de Seguros Allianz Portugal, pertencente ao Grupo Allianz. Assim, este relatório procederá à descrição das atividades realizadas durante o estágio curricular que teve lugar na Direção de Pessoas ? Desenvolvimento e Dinamização (DP-DD). No que se refere à metodologia adotada, o relatório iniciar-se-á com uma revisão da literatura, seguida da descrição da Allianz Portugal e das atividades desenvolvidas ao longo do estágio. Para concluir, será efetuado uma análise comparativa entre as atividades realizadas e a revisão da literatura, por forma a possibilitar uma visão crítica das práticas organizacionais sobre a gestão da formação.
The current paper focuses on the Training and Development process at Allianz Portugal, an insurance company that belongs to the Allianz Group. Thus, the paper will describe the activities performed during the curricular internship at the People Directorate - Development and Dynamization (DP-DD). When it comes to the adopted methodology, the report will begin with a literature review followed by the description of Allianz Portugal and the activities developed during the internship. Finally, the paper will carry out a comparative analysis between the performed activities and the literature review in order to provide a critical view of the organizational practices on training management.
info:eu-repo/semantics/publishedVersion
Lagos, Vallejos Cristian, and Bravo Patricio Javier Osses. "Executive training center." Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/144409.
Full textCristian Lagos Vallejos [Parte I], Patricio Javier Osses Bravo [Parte II]
Según datos oficiales del Servicio Nacional de Capacitación y Empleo (SENCE), la inversión anual en capacitación alcanza los USD $170 millones a nivel nacional, de los cuales USD $103 millones corresponden a la Región Metropolitana. Es una industria altamente competitiva y con bajos niveles de diferenciación entre sus oferentes. Por su parte son los Organismos Técnicos de Capacitación los encargados de impartir la capacitación, la oferta es variada y contiene desde cursos cortos, hasta diplomados y postítulos, quedando fuera la formación técnica y profesional que es propia de los Centros de Formación Técnica, Institutos Profesionales y Universidades. En los estudios realizados por los socios de la compañía, OTEC y relatores han reconocido la necesidad de fortalecer las competencias pedagógicas y en metodologías de enseñanza de los relatores. Estos últimos declaran que en el mercado existen cursos teóricos que entregan información valiosa, sin embargo se focalizan en la teoría y no permiten desarrollar las competencias requeridas para ejercer la relatoría, sobre todo en lo referido a las habilidades blandas. Es por ello que nace Executive Training Center “ETC”, un espacio en el cual el relator podrá desarrollar todas las habilidades requeridas para transformarse en el relator ETC. Todo esto a través de un programa de formación gradual, con un 50% de entrenamiento y un servicio personalizado con el apoyo de un Coach que estará retroalimentando a los alumnos para fortalecer su aprendizaje. La inversión inicial requerida asciende a $MM 150, de los cuales un 60% será financiado con aporte de los socios. El VAN del proyecto evaluado a 5 años supera $MM 100.
Manrique, Quevedo Arley Antonio, and Julissa Martínez. "Training for quality services." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/168226.
Full textManrique Quevedo, Arley Antonio, [Parte I], Martínez, Julissa, [Parte II]
plan de negocios denominado Training for Quality Services fue diseñado con el objetivo de crear un Centro de Capacitación y Certificación en Normas Técnicas Internacionales. Dicha entidad, pretende suplir la necesidad de educación complementaria que tienen las personas interesadas en mejorar los procesos y la gestión de calidad dentro de sus organizaciones. En Panamá, el crecimiento sostenido de 5.4% en el PIB 2017 contrasta con la falta de mano de obra técnica calificada; más aún, mostrando una carencia significativa de personal con conocimiento en Normas Técnicas Internacionales. Según información del Ministerio de Comercio e Industria de Panamá, en el 2006 solo existían un total de 92 empresas que habían logrado obtener la certificación ISO 9001, (MICI Panamá, 2006) lo cual representa una evidente oportunidad de implementación de buenas prácticas con estándares internacionales en las diferentes industrias del país. TQS se perfila como una de las instituciones de mayor recordación en Panamá, Centro América y el Caribe, gracias a la calidad de las capacitaciones y su alcance regional a través de la oferta virtual de sus entrenamientos. TQS innova al ser la primera institución 100% panameña que ofrece Capacitaciones de Normas Técnicas Internacionales online, en vivo y tutorías en tiempo real incluidas en la metodología b-learning. TQS estima ingresos a cinco años por un valor de B/.495.000.00, un aporte inicial de B/.63.240.00 (40% recursos propios y 60% inversionista), un VAN de B/. 144,810.58, una TIR de 42%, considerando una tasa de descuento de 14.42% a través de un escalamiento progresivo.
Fialho, Joana Patrícia Rodrigues. "Formação profissional no Gabinae." Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/5959.
Full textA formação profissional assume, ao longo dos últimos anos, uma grande importância na vida de qualquer cidadão. Num mercado de trabalho cada vez mais exigente, em termos de qualificações e competências, em que os indivíduos têm de ser flexíveis e adaptáveis a várias tarefas e atividades, a formação profissional é, sem dúvida, uma mais-valia e um complemento a formação académica base. Sobretudo, no contexto atual, de crise, quando todos os dias ouvimos, tanto nos media, como os nossos próprios colegas e amigos, a palavra desemprego, é imperativo valorizarmos as nossas qualificações e competências. O presente relatório visa apresentar, descrever e refletir sobre as atividades e tarefas desenvolvidas no decorrer dos dois meses e meio de estágio curricular na Gabinae – Gabinete de Apoio ao Empresário, Lda. Este teve como objetivo acompanhar o departamento de Diagnóstico & Avaliação, bem como o desenvolvimento de competências, em contexto profissional.
Over recent years professional training has gained a great importance in the life of every citizen. In an increasingly demanding labour market in terms of qualifications and skills in which individuals need to be flexible and adaptable to multiple tasks and activities, professional training is definitely an asset and a complement to basic academic training. Especially now in the current context of this financial crisis, when every day we hear, both in the media and from the mouths of our own colleagues and friends, the word ‘unemployment’, it is imperative we give value to our qualifications and skills. This report aims to present, describe and reflect on the activities and tasks developed during two and a half months traineeship in Gabinae - Gabinete de Apoio ao Empresário, Lda. The objective was to accompany the department of Diagnosis & Evaluation, as well as to develop skills in a professional context.
Santos, Alcielle dos. "A formação participativa como itinerário metodológico do coordenador pedagógico para implementação de inovações." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/10268.
Full textTeacher training appears as a fundamental task of the Pedagogical Coordinator (PC). However, the priority that will establish among the range of responsibilities absorbed such as its tasks and the organization of formative moments may be quite diverse. It is proposed, in this paper, identify the methodological itinerary of PC, as manager of the training process at school, in particular in relation to annual planning of teacher training. Thus, this research aims to defining how to consider the classroom practices in participatory construction of teacher training plan, in order to intervene in these same practices, implementing innovations. It also aims to examine to what extent the work of the group enables the professional development of the teacher. The construction of the school training plan was analyzed by observing how teachers participation spaces are created, in the PC agenda, as well as what are the interests and needs resulting from groups of each segment. The observation includes what types of knowledge are presented in the formative agenda. The research adopts the qualitative approach as the study of collaborative and participatory intervention. The subjects of the research are four coordinators of Elementary School and High School and 6 teachers of these segments at a private school in Santos, Sao Paulo. The processes of analysis of training plans, records made in pedagogical meetings and interviews, were conducted. As concepts and theoretical frameworks that supported this analysis, priority was: Beuret (participation), Dubar (identity and belonging), Freire (thematic research), Marcelo (teacher training), Placco and Placco & Souza (the role of the pedagogical coordinator and training of adult teacher), Tardif (teaching knowledge), among others. Data analysis in the light of theoretical references, runs through a concrete proposal for the teacher education planning process, coordinated by PC, to be a participatory event. As a result, it was observed there are different understandings about the concept of participation between coordinators and teachers of these segments - Elementary School and High School, and the applying of different strategies, when training proposals are set. It was observed that the methodological itinerary adopted by PCs allowed the training curriculum includes difficulties found by teachers in their classrooms and what changes and innovations started to be taken back to the same classrooms.Participatory methodology at management level enabled the implementation of an authoring cycle that also provided professional development for teachers and PCs, as trainers, as long as the participatory management training has brought an interactive environment, in a cycle that includes all subjects before the horizontalization of functions are maintained, but that arise in cooperation
A formação dos professores configura-se como tarefa fundamental do coordenador pedagógico (CP). No entanto, a prioridade que estabelecerá entre a gama de atribuições absorvidas como suas pertenças e a forma de organização dos momentos formativos poderão ser bastante diversas. Propõe-se, neste trabalho, identificar o itinerário metodológico do CP, como gestor do processo de formação na escola, em específico no que tange ao planejamento anual da formação dos professores. Assim, esta pesquisa busca definir como considerar as práticas de sala de aula na construção participativa do plano de formação docente, para que se intervenha nestas mesmas práticas, implementando-se inovações. Além disso, visa analisar em que medida o trabalho em grupo participativo possibilita o desenvolvimento profissional do professor. Foram analisados os processos de construção dos planos de formação da escola, observando como são criados os espaços de participação para os professores, na pauta de formação dos CPs, assim como quais são os interesses e necessidades que têm emanado dos grupos de cada segmento. Também foram observados quais tipos de conhecimentos têm sido contemplados como pauta formativa. A pesquisa adota a abordagem qualitativa como estudo de intervenção colaborativa e participante. Os sujeitos de pesquisa são os quatro coordenadores pedagógicos do Ensino Fundamental 1, 2 e Médio e seis professores desses segmentos, de escola particular do município de Santos SP. Realizou-se a análise dos planos de formação, dos registros feitos em reuniões pedagógicas e das entrevistas realizadas. Como conceitos e referenciais teóricos que subsidiaram essa análise, privilegiou-se: Beuret (participação), Dubar (identidade e pertença), Freire (investigação temática), Marcelo (formação de professores), Placco e Placco & Souza (o papel do coordenador pedagógico e formação do adulto professor), Tardif (saberes docentes), dentre outros. A análise dos dados, à luz dos referenciais teóricos, perpassa uma proposta concreta para que o processo de planejamento da formação docente, coordenado pelo CP, seja de fato participativo. Como resultados, observou-se que há entendimentos distintos do conceito de participação entre coordenadores e professores dos segmentos estudados Ensino Fundamental 1, 2 e Médio, e usos de diferentes estratégias, ao se definirem as propostas de formação. Observou-se que o itinerário metodológico adotado pelos CPs permitiu que o currículo da formação incluísse dificuldades encontradas pelos professores em suas salas de aula e que mudanças e inovações passassem a ser levadas de volta para as mesmas salas de aula. A metodolologia participativa em nível de gestão concertada possibilitou a implementação de um ciclo de autoria que também propiciou desenvolvimento profissional para os professores e CPs, como formadores, pois a gestão participativa da formação tem ensejado ambiente de interação, em um ciclo que inclui todos os sujeitos diante da horizontalização de funções que são mantidas, mas que se colocam em colaboração
Hutson, David V. "A program for scheduling a Patrol Air Wing training plan." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23365.
Full textKershaw-Berry, Valerie. "A Staff Training Plan on Screening African Americans for Prediabetes." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7682.
Full textBilling, P. J. "Computer simulation of plant operation for use in process operator training." Thesis, University of Bath, 1988. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760584.
Full textFinch, Sheri A. "Training needs assessment for an operation in a juice processing plant." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001finchs.pdf.
Full textNascimento, Telma AraÃjo do. "AnÃlise do Programa de CapacitaÃÃo e AperfeiÃoamento dos Servidores TÃcnico-Administrativos da UFC na Perspectiva dos TÃcnicos e Gestores." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14146.
Full textDesde a dÃcada de 1990 se verifica grande esforÃo da AdministraÃÃo PÃblica para profissionalizar e modernizar o setor pÃblico brasileiro, modificando sua atuaÃÃo perante a sociedade. A polÃtica de recursos humanos na Ãrea de treinamento à imprescindÃvel para redesenhar um novo perfil de servidor melhor, qualificando-o para o desempenho na prestaÃÃo de serviÃos à sociedade. Este trabalho teve como propÃsito analisar as percepÃÃes e repercussÃes da polÃtica de capacitaÃÃo e aperfeiÃoamento profissional dos servidores tÃcnico-administrativos da UFC nos campi de Fortaleza, apÃs nove anos de implantaÃÃo do Plano de Cargos e Carreira dos Servidores TÃcnico-Administrativos (PCCTAE), na perspectiva dos tÃcnicos e gestores da InstituiÃÃo. Para levar a efeito essa pretensÃo, foram traÃados os seguintes objetivos especÃficos: identificar o perfil dos servidores que participaram dos treinamentos, na perspectiva do levantamento das necessidades de treinamento (LNT) aplicado anualmente, e verificar se, na perspectiva do gestor e dos servidores tÃcnico-administrativos, os processos de capacitaÃÃo melhoraram as rotinas de trabalho e o desempenho profissional do corpo tÃcnico, retratando suas principais mudanÃas educacionais na Ãrea de capacitaÃÃo e aperfeiÃoamento. A metodologia norteadora deste estudo apoia-se na pesquisa exploratÃria, por meio de um estudo de caso, como forma de apreender e compreender as particularidades e complexidades da realidade. A abordagem quantiqualitativa permitiu traduzir, em nÃmeros opiniÃes e informaÃÃes, as percepÃÃes dos servidores e gestores classificando-as e analisando-as. A coleta de dados foi por meio de um questionÃrio, elaborado e aplicado mediante a ferramenta Google Drive. Para a tabulaÃÃo de dados, utilizou-se o programa Microsoft Excel. Alguns resultados mostram que o (PCCTAE) trouxe repercussÃes e avanÃos significativos quanto à capacitaÃÃo e ao aperfeiÃoamento profissional. Reconheceram formalmente a necessidade de o tÃcnico buscar o aperfeiÃoamento contÃnuo para o exercÃcio laboral. Os incentivos à capacitaÃÃo e à qualificaÃÃo na Ãrea de educaÃÃo formal em nÃvel de graduaÃÃo, especializaÃÃo, mestrado e doutorado, com incentivos financeiros, garantidos pela lei para todas as classes e nÃveis, foram relevantes para melhorar o desempenho. Resta incompleto ainda o cumprimento da lei no que respeita à elaboraÃÃo do Plano de Desenvolvimento Institucional da Carreira (PDIC) que trataria do dimensionamento das necessidades institucionais de pessoal, com definiÃÃo de modelos de alocaÃÃo de vagas que privilegie cada realidade da InstituiÃÃo, Programa de CapacitaÃÃo e AperfeiÃoamento e o Programa de AvaliaÃÃo de Desempenho. Evidenciou-se que embora a legislaÃÃo represente ganhos importantes no aperfeiÃoamento dos servidores tÃcnico-administrativos (STa), nÃo avanÃou muito em termos de carreira, pois permite ascensÃo no prÃprio cargo (mudanÃa do nÃvel de capacitaÃÃo), e nÃo a mudanÃa do nÃvel de classificaÃÃo do cargo (ascensÃo funcional). Uma repercussÃo negativa citada pelos tÃcnicos de nÃvel superior da classe E, refere-se à valorizaÃÃo salarial, a qual nÃo reconheceu todos os tÃtulos de qualificaÃÃo desses tÃcnicos na implantaÃÃo do plano. As anÃlises evidenciaram que o Programa de CapacitaÃÃo e AperfeiÃoamento Profissional da UFC atendeu Ãs expectativas pessoais e profissionais dos servidores tÃcnico-administrativos, tornando-os mais conhecedores da dinÃmica acadÃmica e administrativa da InstituiÃÃo e, consequentemente, se mostrando mais capacitados ou qualificados para o desempenho das atividades no trabalho.
From the 1990s there have been great efforts of the publica dministration to professionalize and modernize the Brazilian public sector by modifying its operations in society. The human resources policy in the area of training is essential to redesign a new public servantâs profile, and its goal is to qualify this public servantâs performance in providing services to society. This study aimed to analyze the perceptions and impacts of training policy and professional development of technical and administrative staff of the UFC on the campus of Fortaleza, after nine years of implementation of the Positions and Career Plan of Technical and Administrative Staff (PCCTAE is the acronym in Portuguese), in view of the technical and management staff of the institution. Toachieve this purpose there were outlined the following specific objectives: to identify the profile of the public servants who attended the trainings, in view of the survey of training needs applied annually, and observe whether - in the manager's and the technical and administrative staff perspectives - the training processes have improved work routines and job performance of staff, portraying its major educational changes in the area of training and improvement. The guiding methodology of this study is based on exploratory research through a case study as a way to learn and understand the particularities and complexities of reality. The public servantsâ opinions, perceptions and information were classified and analysed, which allowed a translation of them into numbers - a qualitative and quantitative approach. Data collection was by means of a questionnaire, which was applied using Google Drive tool. For entering data, it was used the Microsoft Excel program. Some results show that PCCTAE brought significant repercussions and advances in the training and professional development. It was formally recognized the public servantsâ need for a continuous training for his/herlabor improvement. Incentives for training and qualification in formal education area - at the undergraduate level, specialization, master's and doctorate, with financial incentives, guaranteed by law for all classes and levels - were relevant to improve performance. Although there is still the need of the law enforcement related to the preparation of the Career Institutional Development Plan (PDIC, the acronym in Portuguese). This plan would deal with the design of institutional personnel needs, defining spaces allocation models covering each reality of the institution, training program and improvement and performance assessment program. It was observed that although legislation represents significant gains in improving the technical public servants, there wasnât much progress in terms of career, because it allowed the rise in office itself (the training level change), and not the change of the position (job promotion) . A negative effect cited by public servants of the technical class E level refers to the wage recovery, which did not recognize all their qualifying titles during the implementation of the plan. The analyzes showed that the training program and professional development of the UFC has met the personal and professional expectations of the technical and administrative staff, making it possible to them to betterknow the academic and administrative dynamics of the institution, and therefore, making them more skilled or qualified for the performance of work activities.
Mise, Murat. "A model-based optimization plan for the F-16 pilot training." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Dec%5FMise.pdf.
Full textThesis Advisor(s): Apte, Uday ; Apte, Aruna. "December 2007." Description based on title screen as viewed on January 23, 2008. Includes bibliographical references (p. 53-54). Also available in print.
Choi, Kyujin J., and John D. Sowers. "A model-based optimization plan for the naval helicopter training program." Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/10766.
Full textFY2010 presented unique challenges to the Defense and specifically in the the Navy, with the call to ensure that a 1% to 3% real growth is realized through a "tail to tooth" reappropriation of future funds for the continuation of innovations and combat operations. The naval aviation training program, under the management of the Chief of Naval Air Training (CNATRA), is on the tail end of this analogy, indirectly supporting combat operations through the training of student naval aviators (SNAs) from the Navy, Marine Corps, and Coast Guard services with training offered for limited number of students from the Air Force and foreign nations. The purpose of this project is to model the naval aviation helicopter pilot training program as a supply chain with the output of one stage of production providing the input of the next. Batch arrivals of selected naval aviators, pooling between stages, attritions, and squadron utilization rates combine to make this problem a complex model to quantify. The proposed model accounts for above mentioned factors and is validated through historical data and allows hypothetical student pooling scenarios to be tested and analyzed.
Edes, Rebecca. "The development of a viable business plan| Health-Hardiness Training Institute." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1598636.
Full textWith a fast paced hectic environment, extensive work loads and decisions to make that affect countless lives, health administrators often experience high levels of stress. High stress levels can lead to burn out, negative work environment, poor inter-office relationships, reduced productivity and probable mental and emotional unease which can result in dismissal or quitting.
As employers are becoming increasingly aware that their businesses depend on the quality, efficiency and happiness of their employees, considerable efforts have been put into aiding them in reducing their stress and improving their well-being. Health-Hardiness Training Institute aims to utilize an all-encompassing approach that combines cognitive, behavioral and biophysical processes and change management training. With the tools taught by the Health-Hardiness Training Institute, healthcare managers will be better equipped to turn stressful circumstances into opportunities to thrive in.
Orgain, Marc, Marshall Chastain, and Luke Patterson. "Manpower Costs of the Training Wing Five T-6B Transition Plan." Thesis, Monterey, California. Naval Postgraduate School, 2008. http://hdl.handle.net/10945/7052.
Full textEXECUTIVE SUMMARY: This project was undertaken at the request of the Deputy Commodore, Training Wing FIVE. In light of the coming transition from the T-34 to T-6 aircraft, the manpower cost from initial preparation through final execution remained uncertain. While most consultation projects involve an analysis and selection of a course of action, this unique project began with a course already determined and attempted only to determine the cost of that course. In order to determine this cost in terms of Instructor Pilots (IPs) lost from production during the transition, an interactive spreadsheet model was constructed and several pools of data were analyzed. A timeline for Instructor Pilot training was constructed based on the planned time to train, then a second timeline was constructed for the training of the Flight Instructor Training Unit (FITU) Instructor Pilots (FIPs) to ensure they would be prepared to qualify new Instructor Pilots in time for the arrival of the first T-6 Student Military Aviators (SMAs). Once this framework was constructed, numerous data values such as aircraft capacity and SMA-to-IP ratios were applied to ensure the answer was both accurate and comprehensive. The findings of this project reveal that, based on the currently planned T-6 training schedule for both SMAs and IPs, Training Wing FIVE will experience a deficit of T-34 Instructor Pilots commencing APR 2008 and concluding APR 2012, reaching a peak deficit of 36 Instructor Pilots at numerous points during that time period.
Morrison, Larry. "Developing and conducting a training plan for potential Sunday school leaders." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.
Full textByrd, Rebekah J., and Sonya Lorelle. "How to Plan and Implement a Successful Play Therapy Training Intensive." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/918.
Full textTeffu, Matome Edward. "Aligning employee training needs and workplace skills plan in the Limpopo Department of Health." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1404.
Full textiii ABSTRACT Government Institutions are in terms of the Skills Development Act, (Act 97 of 1998), required to develop employees in order to achieve good and effective performance. The Act makes provision for the development of Workplace Skills Plan by government institutions and mandates these institutions, including Government Departments, to budget at least 1% of their payroll for training and development of employees. It is, however, not apparent whether or not the developed Workplace Skills Plans are in line with the employees training needs and training interventions. As a result, the essence of this study is to determine how to align employees training needs with the Departmental Workplace Skills Plan in the Limpopo Department of Health. In addition, the study investigates whether or not training interventions in the Limpopo Department of Health are informed by the identified skills needs. The type of research methodology used in this study is the quantitative approach, which is in the form of a structured questionnaire. The main finding of the study is that although the Limpopo Department of Health developed the Workplace Skills Plan, training interventions were not aligned to it. In addition, a large percentage of the respondents was not aware of the skills audit exercise that the Department undertook. This study also reveals that the post-training evaluation which was done by the Department did not contribute to important subsequent training interventions. The key recommendation made is that the Limpopo Department of Health should make employees aware of the skills audit exercise the Department often undertakes. Additionally, Personal Development Plans should be continuously used to identify pertinent employee training needs relevant for the Departmental Workplace Skills Plan KEY WORDS • Limpopo Department of Health • Workplace Skills Plan • Personal Development Plan • Skills Audit • Training Interventions • Training Needs Analysis • Employees Training Needs
Newell, Allan. "A plan for the future : the legacies of the British Commonwelath Air Training Plan in Canada's prairie provinces." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31779.
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Williams-Robinson, Mckinnya Juanique. "A littoral combat ship manpower analysis using the fleet response training plan." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion.exe/07Mar%5FWilliams%5FRobinson.pdf.
Full textThesis Advisor(s): William D. Hatch. "March 2007." Includes bibliographical references (p. 187-188). Also available in print.
Ekström, Ellen. "Using Shared Priorities to Support Training of Nuclear Power Plant Control Room Crews." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-120076.
Full textGustavsson, Pär. "Resilience and Procedure Use in the Training of Nuclear Power Plant Operating Crews." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70143.
Full textO'Brien, Peter. "Plant Community Composition of Camp Grafton Training Center (South Unit) from 1998-2013." Master's thesis, North Dakota State University, 2014. http://hdl.handle.net/10365/24003.
Full textBarber, Harry C. "The Navy Human Resource Officer community : assessment and action plan /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FBarber.pdf.
Full textThesis advisor(s): William Hatch, Bernard Ulozas, Benjamin Roberts. Includes bibliographical references (p. 165-168). Also available online.
Morrow, Gillian Margaret. "Teacher planning in the primary school : the person, the plan and the practice." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341782.
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