Relevant bibliographies by topics / Victorian Institute of Colleges

Academic literature on the topic 'Victorian Institute of Colleges'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Victorian Institute of Colleges"

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Quilty, Patrick G., and Desmond J. Lugg. "Phillip Garth Law 1912 - 2010." Historical Records of Australian Science 24, no. 1 (2013): 134. http://dx.doi.org/10.1071/hr12026.

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Phillip Law is renowned as the first and best-recognized Director of the Australian Antarctic Division, responsible for conduct of the Australian National Antarctic Research Expeditions (ANARE) 1947-66, with the emphasis on science. He established most of the ANARE traditions and oversaw the location and establishment of all Australian Antarctic stations. He was widely recognized and decorated for both national and international influence. His main trait was perseverance in fighting to achieve his goals. In 1966, he became Chief Executive of the Victoria Institute of Colleges to develop, highly successfully, non-university tertiary education in Victoria. Throughout his professional career, he was a prolific diarist, writer and publicist.
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Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October 3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.

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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.
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Oppenheim, Janet. "A Mother's Role, a Daughter's Duty: Lady Blanche Balfour, Eleanor Sidgwick, and Feminist Perspectives." Journal of British Studies 34, no. 2 (April 1995): 196–232. http://dx.doi.org/10.1086/386074.

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Addressing the Women's Institute in London on November 23, 1897, Eleanor Sidgwick, principal of Newnham College, Cambridge, observed thatThere will always be gaps in domestic life which can best be filled by the unmarried girls and women of the family; help wanted in the care of old people and children and invalids, or in making the work of other members of the family go smoothly, to which a woman may well devote herself at some sacrifice of her own future—a sacrifice she will not regret. This kind of work can best be done by women, not only because they are generally better adapted to it, but because the sacrifice is not so clear nor so great in their case as it would generally be in that of a man. Only let the cost be counted and compared with the gain, and do not let us ask women to give up their chance of filling a more useful place in the world for the sake of employing them in trivial social duties from which they might be spared with little loss to anyone.With these remarks, Mrs. Sidgwick joined the extended debate over the rights and duties of spinster daughters that the Victorian women's movement pursued for decades. For many participants, it was the preeminent issue that women had to confront if they were significantly to improve the condition of their lives.
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الحوامدة, إيصال صالح. "الكتاب في فقرة." الفكر الإسلامي المعاصر (إسلامية المعرفة سابقا) 27, no. 102 (December 19, 2021): 279–91. http://dx.doi.org/10.35632/citj.v27i102.5991.

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الدين والقيم محورية التزكية الروحية في بناء المجتمع، محمد حلمي عبد الوهاب، القاهرة: نيوبوك للنشر والتوزيع، ط1، 2020، 160 صفحة القيم الوطنية في المناهج التعليمية، مفتاح بن هدية، عمّان: دار الأيام للنشر والتوزيع، ط1، 2020، 288 صفحة القيم الأخلاقية في المجتمع العربي بين النظرية والممارسة، مجموعة من الباحثين، تنسيق: نسيسة فاطمة الزهراء، عمّان: دار الأيام للنشر والتوزيع، ط1، 2020، 3 مجلدات، 898 صفحة المسلمون والغرب والتأسيس القرآني للمشترك الإنساني، أحمد الفراك، فرجينيا: المعهد العالمي للفكر الإسلامي، ط1، 2021، 392 صفحة المشترك الإنساني والتواصل الحضاري والديني أية أرضية؟ وأي أفق؟، مجموعة مؤلفين، تنسيق أحمد الفراك وعبد الباسط المستعين، عمّان: دار ركاز للنشر والتوزيع، ط1، 2021، 515 صفحة قيمنا الإسلامية والتسارع الحضاري كيف نتعامل مع معطيات الحضارة المعاصرة، يوسف الملّا، القاهرة: دار السلام للطباعة والنشر والتوزيع والترجمة، ط1، 2020، 336 صفحة إدارة الجودة الشاملة في التعليم، خالد الصرايرة ورضا المواضيه وخالد الزيديين، عمّان: دار وائل للطباعة والنشر والتوزيع، ط1، 2019، 223 صفحة القيم الأخلاقية الواردة في كتب التربية الإسلامية "كتب المرحلة المتوسطة من التعليم الأساسي بلبنان"، شيرين خورشيد، بيروت: نشر خاص، 2019، 280 صفحة تطوير تقويم أداء كليات جامعة الملك سعود في ضوء مدخل القيمة المضافة، عبد اللطيف ابن عبد الله، القاهرة: المنظمة العربية للتنمية الإدارية، ط1، 2019، 223 صفحة حوكمة المؤسسات في ضوء الفكر المعاصر، سامح عامر وياسمين السنطيل، الأردن: دار الفكر للنشر والتوزيع، ط1، 2020، 408 صفحة أنثروبولوجيا الفقه الإسلامي: التعليم والأخلاق والاجتهاد الفقهي في الأزهر، آريا نكسا، بيروت: مركز نهوض للدراسات والبحوث، ط1، 2021م، 511 صفحة منظومة القيم المقاصدية وتجلياتها التربوية، فتحي حسن ملكاوي، عمّان: المعهد العالمي للفكر الإسلامي، ط1، 2020م، 287 صفحة The Value of Critical Knowledge, Ethics and Education: Philosophical History Bringing Epistemic and Critical Values to Values, by Ignace Haaz, geneva: net, June 2019, 234 pages. Islamic Law and Ethics, Edited by David R. Vishanoff , Herndon: The International Institute of Islamic Thought, June, 2020, 222 pages. Value and the Humanities: The Neoliberal University and Our Victorian Inheritance (Palgrave Studies in Literature, Culture and Economics, by Zoe Hope Bulaitis, Edinburgh: Palgrave Macmillan, June 2020, 326 How to Market a university: Building Value in a Competitive Environment, by Teresa Flannery, Baltimore: Johns Hopkins University Press, January 2021, 256 Higher Expectations: Can Colleges Teach Students What They Need to Know in the 21st Century? by Derek Bok, New Jersey: Princeton University Press, August 2020, 232 Cracks in the Ivory Tower: The Moral Mess of Higher Education, by Jason Brennan and Phillip Magness, UK: Oxford University Press, June 2021, 176 Teaching the Whole Student: Engaged Learning With Heart, Mind, and Spirit, Editing by David Schoem & Christine Modey, & Edward P. St. John, Stylus Publishing, May 2017, 292
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Susskind, Jacob L., Robert Fischer, Robert B. Luehrs, Joseph M. McCarthy, Pasquale E. Micciche, Bullitt Lowry, Linda Frey, et al. "Book Reviews." Teaching History: A Journal of Methods 10, no. 1 (April 20, 2020): 35–45. http://dx.doi.org/10.33043/th.10.1.35-45.

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J. M. MacKenzie. The Partition of Africa, 1880-1900. London and New York: Methuen, 1983. Pp. x, 48. Paper, $2.95. Review by Leslie C. Duly of Bemidji State University. C. Joseph Pusateri. A History of American Business. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. Pp. xii, 347. Cloth, $25.95; Paper, $15.95. Review by Paul H. Tedesco of Northeastern University. Russell F. Weigley. History of the United States Army. Enlarged edition. Bloomington: Indiana University Press, 1984. Pp. vi, 730. Paper, $10.95. Review by Calvin L. Christman of Cedar Valley College. Jonathan H. Turner, Royce Singleton, Jr., and David Musick. Oppression: A Socio-History of Black-White Relations in America. Chicago: Nelson-Hall, 1984. Cloth, $24.95; Paper, $11.95. Review by Thomas F. Armstrong of Georgia College. H. Warren Button and Eugene F. Provenzo, Jr. History of Education and Culture in America. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1983. Pp. xvii, 370. Cloth, $20.95. Review by Peter J. Harder. Vice President, Applied Economics, Junior Achievement Inc. David Stick. Roanoke Island: The Beginnings of English America. Chapel Hill and London: University of North Carolina Press, 1983. Pp. xiv, 266. Cloth, $14.95; Paper, $5.95. Review by Mary E. Quinlivan of the University of Texas of the Permian Basin. John B. Boles. Black Southerners 1619-1869. Lexington: The University Press of Kentucky, 1983. Pp. ix, 244. Cloth, $24.00; Paper, $9.00. Review by Kay King of Mountain View College. Elaine Tyler May. Great Expectations: Marriage and Divorce in Post-Victorian America. Chicago: University of Chicago Press, 1980. Pp. viii, 200. Cloth, $15.00; Paper, $6.95. Review by Barbara J. Steinson of DePauw University. Derek McKay and H. M. Scott. The Rise of the Great Powers, 1648-1815. London: Longman, 1983. Pp. 368. Paper, $13.95. Review by Linda Frey of the University of Montana. Jack S. Levy. War in the Modern Great Power System, 1495-1975. Lexington: The University Press of Kentucky, 1983. Pp. xiv, 215. Cloth, $24.00. Review by Bullitt Lowry of North Texas State University. Lionel Kochan and Richard Abraham. The Making of Modern Russia. Second Edition. New York: Penguin Books, 1983. Pp. 544. Paper, $7.95. Review by Pasquale E. Micciche of Fitchburg State College. D. C. B. Lieven. Russia and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. 213. Cloth, $25.00. Review by Joseph M. McCarthy of Suffolk University. John F. V. Kieger. France and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. vii, 201. Cloth, $25.00. Review by Robert B. Luehrs of Fort Hays State University. E. Bradford Burns. The Poverty of Progress: Latin Amerca in the Nineteenth Century. Berkeley: University of California Press, 1980. Pp. 185. Paper, $6.95. Review by Robert Fischer of the Southern Technical Institute. Anthony Seldon and Joanna Pappworth. By Word of Mouth: Elite Oral History. London and New York: Methuen, 1983. Pp. xi, 258. Cloth, $25.00; Paper, $12.95. Review by Jacob L. Susskind of the Pennsylvania State University, The Capitol Campus.
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Gall, John A. M. "Continuing education programme — Victorian Institute of Forensic Medicine." Journal of Clinical Forensic Medicine 5, no. 3 (September 1998): 163–67. http://dx.doi.org/10.1016/s1353-1131(98)90053-0.

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Rodan, Paul. "Women and Unionism: the Case of the Victorian Colleges Staff Association." Journal of Industrial Relations 32, no. 3 (September 1990): 386–402. http://dx.doi.org/10.1177/002218569003200305.

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Orse, Asmita, Nikhil Suryawanshi, Harsh Shrivastav, Pratik Bajpai, and Prof Megha Patil. "Institute Recommendation System Using ML." International Journal for Research in Applied Science and Engineering Technology 10, no. 5 (May 31, 2022): 1996–97. http://dx.doi.org/10.22214/ijraset.2022.42662.

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Abstract: To choose any educational organization is one of the major or foremost decision for every student because it plays a vital role for growth and development of students and it also helps to boosts their career. SSC is one of the crucial stage of every student’s life in India. It decides the future of every student career. SSC decides in which stream the student will make his career. SSC scores of the student decides in which college the student will take admission. College selection is second step after SSC in student’s career. The college selection plays an important role as college selection requires a lot of searching work. Students search for the various aspects like college campus, teaching staffs, extracurricular activities in colleges, infrastructure of colleges, etc., even the reviews of college is searched to get extra confirmation about the genuinely of details. Searching all the details requires a large amount of time. Hence, it’s important to reduce this manual work and automate this with help of software.
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Bischof, Christopher Robert. "“A Home for Poets”: The Liberal Curriculum in Victorian Britain's Teachers' Training Colleges." History of Education Quarterly 54, no. 1 (February 2014): 42–69. http://dx.doi.org/10.1111/hoeq.12046.

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In the 1850s, at St. Mark's training college in Chelsea, London, ten students regularly violated the “lights out” rule in the evening at the end of long, exhausting days. Desirous of increasing their culture and general knowledge, they gave over half an hour every evening before sleep to what they styled, after the working-class clubs of the same name, “a mutual improvement society” in which they took turns giving lectures on a wide range of topics. They were not alone: throughout the second half of the nineteenth century, teachers-in-training across Britain supplemented their already daunting workload by writing poetry, reading novels, discussing Shakespeare, and holding debates about pressing social and political questions. From the perspective of many Victorian observers and historians today, this anecdote is an anomaly, an aberration that carries little weight in telling the story of the training colleges in which the majority of teachers in Victorian Britain eventually came to receive an education. For them, training colleges were the sites of rote memorization and pedagogical learning. Though some educationalists called for a more liberal curriculum for teachers, according to this view, teachers' education only began to emphasize expansive reading, original thinking, the cultivation of the individual, and general curiosity beginning in the 1890s with the rise of day training colleges affiliated with universities.
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Fan, Weijie, Yangzu Fan, Ju Zhang, Jianghong Mao, and Qiang Li. "A Study of Industry-university-institute Cooperative Education in Colleges and Universities against the Background of Emerging Engineering Education." SHS Web of Conferences 96 (2021): 03001. http://dx.doi.org/10.1051/shsconf/20219603001.

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With emerging engineering education becoming a new strategic direction of the higher engineering education reform in China, it is an important issue faced by colleges and universities to comprehensively improve their abilities of training talent, conducting scientific research and serving the society. Promoting industry-university-institute cooperation is a key measure for colleges and universities to keep up with the pace of higher education and socio-economic development. Colleges and universities need to improve the industry-university-institute cooperative talent training mechanism, and establish an industry-university-institute cooperative education system based on public technology service platforms, to promote the combination of technology and production through cooperative education based on their current situation of research, push forward the supply side reform of higher education, and provide human resources, technical support and industrial services for social development against the background of emerging engineering education. While enhancing their levels of scientific research and education, colleges and universities can promote social progress and help enterprises create economic benefits, to achieve win-win cooperation with all relevant parties in the society.
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Dissertations / Theses on the topic "Victorian Institute of Colleges"

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Chan, King-chung. "Institute of Chinese Medical Education." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/orecord.jsp?B25951762.

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Daniels, Ray Education Faculty of Arts &amp Social Sciences UNSW. "The management of change in six Victorian secondary colleges." Awarded by:University of New South Wales. School of Education, 2001. http://handle.unsw.edu.au/1959.4/18223.

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This study explored change in six Victorian secondary colleges some four years into the major school-system change program known as ?????Schools of the Future?????. The purpose of the study was to identify successful models and practices for positive school change by exploring school change from the school level perspective. A focus of the investigation was an organizational development program designed by a North American professor of organization and management in which Victorian school principals were trained as their schools entered the ?????Schools of the Future????? program. The project was guided initially by four major research questions to which six additional research questions were added as the research progressed. The research methodology was qualitative. The data for this investigation were collected in 1997. The main means of gathering them was the in-depth interview of the principals of the six schools in the study and of the four members of staff they nominated as knowledgeable about their school?????s change processes. A follow-up questionnaire to the interview, a telephone questionnaire that asked principals for background information about their schools, and a study of school documents were also sources of data. The analysis and interpretation of the data related to charge in the schools was presented in the forms of six case studies and a multisite study. Eleven variables and eighteen insights identified the aspects associated with successful change across the sites. The study?????s three major findings identified the critical importance in the success of change of the school?????s organizational culture and individual participants in change processes, its relationship to elements in its external environment and the nature of its planning for change. A theoretical framework for positive school change environments was developed. It combined the elements associated with successful change in the study. This framework may prove useful as a basis for further research on systemic change in schools and as a point of reference for those actually engaged in leading the change process in schools and school systems.
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Smith, Bradstreet W. "The Bible Institute of Hawaii a formative evaluation /." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Street, Kelvin John. "Female culture in physical training colleges 1885-1918." Thesis, De Montfort University, 1999. http://hdl.handle.net/2086/4085.

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Weeks, Ann A. "A case study of a management institute model for managing contract training at a community college /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10584973.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1985.
Typescript; issued also on microfilm. Sponsor: William L. Deegan. Dissertation Committee: Thomas A. Leemon. Bibliography: leaves 191-200.
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Williams, Edward Allen. "Starting a Bible institute in a local church." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.

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Donahue, Robert Charles. "An evaluation of the founding of the Utah Institute for Biblical studies." Online full text .pdf document, available to Fuller patrons only, 1985. http://www.tren.com.

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Slusher, Jennifer Jordan. "The Development of the Batten Leadership Institute at Hollins University: A Case Study." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27535.

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As leadership theory continues to develop and change, so do the attempts to enhance experiences for women in higher education. Women face many obstacles, which include lack of role models in student and institutional leaders (Astin & Leland, 1991). Traditionally, institutions offer no specific leadership programs or curricula and pay minimal attention to the leadership development of their students (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001). This study was a case study with an in-depth analysis of the establishment of a womenâ s leadership education and training program at Hollins University in Roanoke, Virginia. Six students, four administrators, and one intern were interviewed to illustrate the process of the planning of the program, its implementation and current operations, and the complexities involved. Document analysis and observations were utilized as well. The study was focused on the impact of the program on the students and administrators involved in the development of the program during this period. The researcher also described how the Batten Leadership Institute has evolved over the past five years with a focus on how it came into being, what it was like, then and now, and changes that have occurred. The findings are organized by three phases: 1) conceptualization, 2) implementation, and 3) refinement and expansion. The phases are based on a chronological framework and resulting categories and themes emerged. Results indicate the participantsâ described their leadership skills improved because of their participation and experience in the BLI. The Communication Skills Group and its interpersonal component as well the presence of positive female role-models created the most personal transformation for the student participants. The studentsâ previous ideas and definitions of leadership became more comprehensive. As a result of their personal transformation, their perceptions of the BLI changed from initial uncertainty and hesitation to admiration and support. The program expanded significantly over the first five years. Programmatic challenges have been addressed and many positive changes have occurred. Hollins administrators embraced the BLI and fully supported future expansions within Hollins University and in the Roanoke community.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.

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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Books on the topic "Victorian Institute of Colleges"

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Victoria. Office of the Auditor-General. Victorian Institute of Teaching. Melbourne, Vic: Victorian Government Printer, 2011.

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Toronto (Ont.). Urban Development Services. University of Toronto area plan: Including lands of federated universities (St. Michael's, Trinity, Victoria), affiliated colleges, Queen's Park, Ontario Legislature, Royal Ontario Museum, Clarke Institute, Addiction Research Foundation, other institutions and private landowners. Toronto: Urban Development Services, 1997.

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Office, Victoria Audit. International students in Victorian universities. Victoria: Auditor General Victoria, 2002.

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Toronto (Ont.). Planning and Development Dept. University of Toronto area plan: Including lands of federated universities (St. Michael's, Trinity, Victoria), affiliated colleges, Queen's Park, Ontario Legislature, Royal Ontario Museum, Clarke Institute, Addiction Research Foundation, other institutions and private landowners : October 1996 draft : official plan part II. Toronto: Planning and Development, 1996.

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Engel, Howard. Mr. Doyle & Dr. Bell: A Victorian mystery. Toronto: Penguin, 1998.

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Decorative, Arts Institute (4th 1994 Toronto Ont ). Victorian: The style of empire : selected proceedings of the Fourth Annual Decorative Arts Institute, April 28 to May 1, 1994 : presented by the Decorative Arts Institute : organized by the Royal Ontario Museum and the George R. Gardiner Museum of Ceramic Art. Toronto: Decorative Arts Institute, 1996.

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Victoria. Office of the Auditor-General. Victorian Life Sciences Computation Initiative. Melbourne, Vic: Victorian Government Printer, 2011.

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Vysoká škola chemicko-technologická v Praze. Institute of Chemical Technology, Prague. Prague: ICT Prague, 2002.

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Vickery, Margaret Birney. Buildings for bluestockings: The architecture and social history of women's colleges in late Victorian England. Newark, DE: University of Delaware Press, 1999.

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Quality Assurance Agency for Higher Education. Institute of Education, University of London: Institutional audit. Gloucester: Quality Assurance Agency for Higher Education, 2003.

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Book chapters on the topic "Victorian Institute of Colleges"

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Willoughby, Louisa. "The Victorian School of Languages as a Model for Heritage Language Education." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_39-1.

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Willoughby, Louisa. "High Stakes Assessment of Heritage Languages: The Case of the Victorian Certificate of Education." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_40-1.

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Shimoda, Asami, and Takayoshi Maki. "Fostering Creative, Practical, and Professional Engineers: National Institute of Technology (KOSEN) in Japan." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 719–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_26.

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Zhang, Chunyou, Xiaoju Zhang, and Xiaoqiang Wu. "Research on Cultivation Mode of Innovative Talents in Colleges and Universities." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 153–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93719-9_20.

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Wang, Wei, Yuan Yao, and Dan Ren. "An Empirical Analysis of Public English Teachers in Higher Vocational Colleges." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 278–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_32.

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Yan, Wei. "MOOC-Based Mixed Teaching Research on Microcomputer Principle Courses in Colleges and Universities." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 111–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_13.

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Yan, Wei. "Design of PLC Technology Courses Based on Blended Learning in Colleges and Universities." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 62–68. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_7.

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Ma, Limei. "Construction of English Multimodal Classroom in Colleges and Universities Under Big Data Environment." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 426–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77417-2_35.

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Zhang, Liming, and Zeguang Lu. "Study on Open Educational Resources Construction in Colleges and Universities in the Information Age." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 391–98. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_42.

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Tan, Fen. "FCST Synergy Education Model Based on Mobile Internet Technology in Chinese Higher Vocational Colleges." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 447–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77417-2_38.

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Conference papers on the topic "Victorian Institute of Colleges"

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Goad, Philip. "Designing a Critical Voice: Discourse and the Victorian Architectural Students Society (VASS), 1907-1961." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3992pwp5p.

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Students are a necessary part of the architecture profession. Their training and preparation have long been key to maintaining the business and culture of architecture, and in doing so perpetuating traditional territories that control the institutionalisation of a profession. Students have also created their own associations, often mirroring, and at the instigation of, their parent organizations. More often than not though, in addition to acting as social binders and playing out the role of disciplinary ‘club’, these associations have developed a critical voice, urging change and injecting critique: in short, setting the basis for the framing of a local discourse. Using its publications as primary source material, this paper explores the critical activities of the Victorian Architectural Students Society (VASS), which developed under the auspices of the Royal Victorian Institute of Architects (RVIA). VASS published its annual from 1908, which evolved by 1932 to become Lines and, then additionally in 1939, students Robin Boyd and Roy Simpson expanded VASS’s publishing remit, producing the oft-controversial fold-away pamphlet Smudges that infamously gave ‘blots’ and ‘bouquets’ to new buildings. In 1947, VASS published Victorian Modern, Australia’s first polemical history of modern architecture and in 1952, it was the first publisher of the influential journal, Architecture and Arts. This paper examines the shifting ambitions of VASS, its chief protagonists, the role of graphics and the deft blending of the social, satirical and the critical that eventually framed and shaped Victoria’s architecture culture after World War II.
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Chen, Mingyu. "Advantages of Operational Mechanism of Application-Oriented Private Colleges—Taking Nantong Institute of Technology as an Example." In 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.031.

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Ebner, Jacqueline, Shwe Sin Win, Swati Hegde, Scott Vadney, Anahita Williamson, and Thomas Trabold. "Estimating the Biogas Potential From Colleges and Universities." In ASME 2014 8th International Conference on Energy Sustainability collocated with the ASME 2014 12th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/es2014-6433.

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Academic institutions present a unique opportunity for anaerobic digestion (AD) projects in that they have a concentrated population that generates waste, utilizes heat and electrical power, and often are motivated to implement sustainability initiatives. However, implementation of AD on college campuses in the U.S. is only beginning to emerge and data required to size and operate digesters are limited. This paper provides formulae to estimate food waste generated at college and university campuses base upon data collected at the Rochester Institute of Technology. Bottom-up and top-down estimates are presented and results are compared to an extensive review of publicly available data from other colleges and universities. The bottom-up methodology resulted in a lower estimate (18 kg food waste/enrolled student) than the top-down estimate (29 kg/enrolled student). Both were significantly lower than the estimate previously reported in the literature (64 kg/enrolled student). Bench-scale co-digestion experiments of the food waste with dairy manure resulted in a methane yield of 437 ml CH4/g VS. Applying this methodology to only 4-year colleges in New York State has the potential to generate 27 million GJ of energy from food waste.
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Meguru Ito, Nobuyuki Naoe, and Akio Imazawa. "Differences in between technical colleges and institute of technology in Japan, from the viewpoint of their educational objectives." In 2013 IEEE 5th Conference on Engineering Education (ICEED). IEEE, 2013. http://dx.doi.org/10.1109/iceed.2013.6908310.

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Huang, Ying, and Pan Guo. "Study on the education mode of the Industry-University-Institute Cooperation for Civil Engineering Specialty in Local Colleges." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.52.

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Ge, Jiaoli. "Research on the Status Quo of Employment Guidance in Applied Undergraduate Colleges—Taking Nantong Institute of Technology as an Example." In Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191206.067.

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Chen, Yang, and Huijun Yao. "Approaches of Patriotic Education Practice in Vocational Colleges with New Perspectives ——Taking Wuhan Institute of Shipbuilding Technology as an Example." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3457063.

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Strelkova, Irina. "Digital transformation of libraries services at vocational and secondary specialized educational institutions: the main problems (from andragog's perspective)." In Sixth World Professional Forum "The Book. Culture. Education. Innovations". Russian National Public Library for Science and Technology, 2021. http://dx.doi.org/10.33186/978-5-85638-236-4-2021-224-228.

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The competence development program for top managers and professionals of the libraries at vocational schools and colleges implemented by the Republican Institute for Vocational Education (Belarus) is discussed. The global problems of professional collaborations in the difficult circumstances of instability, uncertainty and ambiguity are examined. The content and stages of the program aimed at building supraprofessional digital competences in librarians at vocational schools and colleges are characterized in detail. The focus is made on andragogical approach toward program development and implementation. Possibilities and experience of cooperation with the coutry’s university libraries are demonstrated.
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Wang, Yeming, Wenjuan Huang, and Ronggui Liu. "Exploration on the Cultivation of Undergraduates of Civil Engineering Major in Private Colleges and Universities Taking Nantong Institute of Technology as an Example." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.20.

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Cui, Zhen, and Yang Lei. "Exploration and Practice of the Education Function of Micro-Circle Culture in Colleges and Universities: Taking Beijing Institute of Technology, Zhuhai as an Example*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.255.

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Reports on the topic "Victorian Institute of Colleges"

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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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