Bibliografias temáticas / Idaho Industrial Training School

Literatura científica selecionada sobre o tema "Idaho Industrial Training School"

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Publicado: 25 de julho de 2024

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Artigos de revistas sobre o assunto "Idaho Industrial Training School"

Keeler, Carolyn M. "Exploring the Validity of Standards for School Administrator Preparation". Journal of School Leadership 12, n.º 5 (setembro de 2002): 579–602. http://dx.doi.org/10.1177/105268460201200506.

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The purpose of this study was to investigate the validity of the Idaho Foundation Standards for School Administrators, an adaptation of the ISLLC standards, as the basis of Idaho administrator preparation. If the objective of creating standards is to prepare administrators to lead successful schools, then a preparation program based on the standards should result in principals who get higher achievement results, create responsible citizens, or otherwise produce successful students. Data from three sources, building administrators, superintendents, and administrative interns, were compared to the standards. Identified areas of need not addressed by the standards included counseling skills, training in change strategies, and the laws governing programs for special populations. This exploratory research into the validity of the Idaho Foundation Standards for School Administrators has resulted in the identification of some discrepancies between administrator preparation, the standards, and administrator practice. Results will be used in revising program curriculum to meet both administrators’ needs in the field and the new National Council for Accrediation of Teacher Education (NCATE) program accreditation guidelines.

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Maarif, E. S., e S. Suhartinah. "Compact Portable Industrial Automation Kit for Vocational School and Industrial Training". IOP Conference Series: Materials Science and Engineering 384 (julho de 2018): 012011. http://dx.doi.org/10.1088/1757-899x/384/1/012011.

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Lea, Suzanne C., e M. J. Huggins. "Linking Higher Education, Industry and School". Industry and Higher Education 8, n.º 2 (junho de 1994): 119–22. http://dx.doi.org/10.1177/095042229400800210.

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The authors describe and review an innovative collaborative approach to the training of postgraduate generalist students of primary education (5–11 year-olds) in the teaching of economic and industrial understanding. The project involves a university education department, industrial and commercial organizations, and related support services.

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Naharuddin, Andi Faisal, e Sudji Munadi. "An Evaluation Of The Industrial Job Training At Vocational High School". Journal of Educational Science and Technology (EST) 1, n.º 1 (21 de dezembro de 2018): 159. http://dx.doi.org/10.26858/est.v1i1.7002.

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Setiawan, Hendy, e Choirunnisa Choirunnisa. "Pelatihan Konten Kreator dalam Mendukung Masyarakat Informasi di Era Industri 5.0 di SMK Diponegoro Banyuputih Batang". Hippocampus Jurnal Pengabdian Kepada Masyarakat 2, n.º 2 (23 de novembro de 2023): 93–98. http://dx.doi.org/10.47767/hippocampus.v2i2.593.

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The purpose of this article is to explain the results of community service carried out by the service team at Diponegoro Banyuputih Vocational School, Batang Regency. This service is carried out by training content creators for vocational school students, especially in facing industry 5.0 competition. As we all know, Batang Regency since 2020 has been designated by President Joko Widodo as a strategic area for national industrial development. Therefore, in developing this industrial area, local communities are required to prepare and adapt in the face of rapid industrial competition. Moreover, currently Batang is an area that is officially designated as the Batang Integrated Industrial Area. This service uses a participatory training approach at Vocational School Diponegoro Banyuputih. The results show that in implementing the service, Diponegoro Vocational School students were very enthusiastic and enthusiastic about participating in content creator training. Lots of questions and answers were created so that students had more and more insight into the world of industry.

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Citriadin, Yudin, e Mohammad Viktor Farid Hakim. "Elementary School Teachers’ Training Needs: Innovating Digital Competence". AL-ISHLAH: Jurnal Pendidikan 13, n.º 3 (28 de dezembro de 2021): 2327–34. http://dx.doi.org/10.35445/alishlah.v13i3.1485.

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The purpose of the study was to determine the training needs needed by teachers in making digital products to facilitate the learning process. Training is as a way for teachers to innovate digital competencies. The participants of this study were 10 elementary school teachers (F=6 and M=4). Participants are homeroom teachers from grades 1 to 6, and 4 were subject teachers (Mathematics, English, local content and sports). This study used the descriptive qualitative method. Observation, documents and interviews collected data. The data analysis process used the Miles and Huberman model through data reduction, data presentation, drawing conclusions and triangulation. The results show that teachers need workshops that can directly practice making digital teaching tools such as learning videos and developing videos on the YouTube channel. However, they have difficulties with the technological devices they have. There are 30% of teachers who have full technology equipment, and the rest rely on smartphones for online teaching and learning. Thus, schools can consider providing technology tools that teachers can use in developing digital competencies and digital learning tools.

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TUSIIME, MICHAEL, IRÉNÉE NDAYAMBAJE e KIZITO NDIHOKUBWAYO. "Graduates’ and Schools’ Managers' Perceptions of the Role of Industrial-Based Training in Technical Vocational Education and Training, Rwanda". African Journal of Governance and Development (AJGD) 11, n.º 1.2 (3 de novembro de 2022): 351–66. http://dx.doi.org/10.36369/2616-9045/2022/v11si2a8.

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Studying perceptions of stakeholders and beneficiaries is important in framing the system and improving the outcome. This study sought to appraise the perceptions of graduates and TVET school managers vis-à-vis the Industrial-Based Training (IBT) in use in TVET schools in Rwanda. A mixed method was used, and data were collected from both graduates and TVET managers. Research instruments were questionnaire surveys and follow-up in-depth interviews. Findings revealed that 83.2 % of the TVET graduates appreciated the IBT program. Similarly, about two-thirds (73.4%) of the sampled TVET graduates communicated that IBT provided them with the necessary skills for self-employment. Most (84%) school managers affirmed that skills provided by TVET institutions are highly demanded in the labor market, and TVET graduates have opportunities in the labor market. The present study recommends more partnerships and resources to enable IBT to be well established among TVET schools. Keywords: Industrial-Based Training, TVET, Graduates, School Managers, Rwanda

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Rosati, Nicoletta. "Mindfulness training in early childhood education". Edukacja Elementarna w Teorii i Praktyce 18, n.º 2(69) (30 de junho de 2023): 87–98. http://dx.doi.org/10.35765/eetp.2023.1869.07.

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This text presents the main characteristics of mindfulness practice and seeks to draw a parallel among some aspects of didactics for early childhood education. Research suggests that mindfulness practice has had a positive impact on the adult population. While surveys on the use of mindfulness with children are scarce at present, this type of research is increasing among educators and psychologists targeting primary school level and beyond. In this article, we present the methods by which mindfulness practice can be applied in the teaching of nursery and pre-primary school children. In some instances, there is evidence that activities present in the Montessori Method can be borrowed and developed in accordance with the principles of the Mindfulness training. This article outlines how typical activities, such as sensory-motor practice, selective attention exercises and the exercises of practical life can be applied in the mindfulness training. Teacher training is another aspect to consider when applying mindfulness practice in the nursery school classroom.

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Shortliffe, Edward H. "Medical Informatics Training at Stanford University School of Medicine". Yearbook of Medical Informatics 04, n.º 01 (agosto de 1995): 105–9. http://dx.doi.org/10.1055/s-0038-1638025.

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Abstract:Stanford University School of Medicine has offered graduate degrees in medical informatics since 1982. Located approximately 50 kilometers south of San Francisco near the city of Palo Alto, the university offers both MS and PhD degrees, combining research training with formal course requirements in clinical information sciences, bioinformatics, computer science, decision science, basic biomedicine, health economics, and social and ethical issues. Requirements are adapted to the varying backgrounds of trainees. Graduates of the program work in a variety of capacities, although the majority have sought careers in academia or in industrial research settings.

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Nuroh, Ermawati Zulikhatin, e Vevy Liansari. "DIGITAL LITERACY TRAINING FOR PRE-SCHOOL TEACHERS IN THE ERA OF INDUSTRIAL REVOLUTION 4.0". Journal of Social Comunity Services (JSCS) 1, n.º 1 (15 de janeiro de 2024): 96–102. http://dx.doi.org/10.61796/jscs.v1i1.52.

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The purpose of this training is to achieve the following objectives; 1) Share information on government literacy initiatives. 2) Assist teachers in finding affordable and reliable sources for textbooks through literacycloud.org. 3) Support teachers in conducting research that can be published in journals. 4) Fulfilling the community service obligation of an institution. This training took place at TK ABA 3 Randegan in Tanggulangin Sidoarjo. It involved 18 teachers and the principal. The training used methods of lecture, question and answer, practicum, discussion using applications and online article searches. The trainees used their cell phones and leptops. The team responsible for implementing the program determined that the digital literacy training went according to plan and achieved its goal of improving participants' digital literacy skills.

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Teses / dissertações sobre o assunto "Idaho Industrial Training School"

Gurdineer, 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.

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As 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.

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Lovelace, Don H. "Identifying Industrial Education and Training Needs: Developing a Community College Custom Program". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2942.

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This study examined manufacturing firms' characteristics and environmental factors and their relationships to the perceived importance of basic workplace skills and the preferences of employers toward customized training partnerships with community colleges. Key individuals in the human resource departments responsible for planning and decision making of employing companies were surveyed. The Workplace Education Survey was used to collect data on the employers' perceptions about the importance of basic skills groups, about workplace-based customized training as the preferred means of delivering training in each of seven basic skills groups to their employees, and to determine their preferences for providers of the training. The survey also included customized training partnerships with community colleges. The study analyzed the relationships that exist in comparing the size of the firm and other characteristics identified in the literature with the respondents perceptions regarding the importance of the seven basic skills groups, workplace-based customized training, and partnerships with community colleges. Adaptability Skills, Communication Skills, and Group Effectiveness skills emerge as the most important workplace skills groups, and community colleges as the preferred providers according to the respondents to this study. Findings also revealed that changes in the nature of work and workplace skills are being dictated by the application of computers.

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Lucas, Joanne Harris. "The History of Princess Anne County Training School and Union Kempsville High School Princess Anne County/Virginia Beach, Virginia 1925-1969". Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19367.

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The primary purpose of this study was to investigate the history of Princess Anne County Training School and Union Kempsville High School in Princess Anne County/Virginia Beach, Virginia. The method of inquiry was qualitative, historical research that relied on oral histories to provide a cultural understanding of the school from the perspectives of its students, administrators, teachers, and staff. The school\'s history was reconstructed through direct engagement with individuals whose interviews recounted the establishment, growth, operation, and demise of Princess Anne County Training School/Union Kempsville High School. In order to minimize the nostalgic influence and bring greater validity to the oral histories, data were also collected from historical accounts, school board and community organization minutes, local periodicals, and school artifacts.
Segregation cultivated legally separate-but-equal schools for Blacks and Whites, with little or no attention given to actual equality. In 1925, the Black community in Princess Anne County, Virginia, mobilized to build a high school for their children who were denied an education beyond seventh grade. Princess Anne County Training School opened for Black students in 1938 and initially utilized a curriculum based on industrial education. It was the first and only Black high school in Princess Anne County/Virginia Beach, Virginia. As Princess Anne County Training School progressed, the Black community eventually repudiated the term, training school. The school\'s name was changed to Union Kempsville High School in the fall of 1961. Gradual desegregation inaugurated by the Brown v. Board of Education decisions led to a decline in student enrollment, and Union Kempsville High School closed in 1969.

Ph. D.

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Richardson, Tracy Bryant. "Susie G. Gibson High School: A History of the Last Segregated School in Bedford County, Virginia". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26157.

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The purpose of this study was to document the history of Susie G. Gibson High School from its opening in 1954 to its closure in 1970. The researcher documented and described the establishment, operation, and closure of the school. The study includes a description of how Bedford County transitioned from a dual system of segregated education to a single school system for students of all races and how Susie G. Gibson High School was converted for use as a vocational school as it still functions today. Historical research methods were used to collect data and describe the education of Black students who attended the Susie G. Gibson High School. The evidence for the study consists of primary and secondary sources. This evidence includes written records, archives, manuscripts, maps and documents, but also artifacts (Williams, 2007, p.11). The researcher conducted in-depth interviews with students, school employees, and community members who were involved with the school. Minutes of school board meetings and other contemporary records were utilized as well. Studies by Bonner (1939) and Harrell (1951) and histories by other authors were used as secondary sources for historical context. Susie G. Gibson High School opened in the fall of 1954. It was a much anticipated event because it was the first new high school for Blacks in Bedford County, Virginia. Susie G. Gibson High School replaced the much smaller Bedford Training School that began as an elementary school, but which provided some secondary schooling after 1930. The opening of the school was a culmination of negotiations between the Black community and the Bedford County School Board. The school was the pride of the Black community for over a decade and a half. Susie G. Gibson High School changed to a vocational school in 1970 when the U. S. Department of Health, Education, and Welfare (HEW) ordered Bedford County to fully integrate its school system.
Ed. D.

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Massic, Jared Paul. "A Comparison of Instructional Strategies for Teaching Entry-Level Welding at the High School Level". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5806.

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The traditional method of teaching welding has remained unchanged for decades. In this model, an instructor gives demonstrations to a class of students and then helps them individually as they practice the techniques of welding. This traditional instructional method has been effective but is time consuming. Due to a significant increase in the demand for skilled welders within the United States, efforts have been made to develop more efficient methods of providing welding instruction. Various electronic welding guidance systems and virtual welding systems have recently been developed. In this study, the researcher addressed two questions 1) Does the use of an electronic welding guidance system improve the pass rate that entry-level high school students receive on basic gas metal arc weld tests? 2) Will entry-level high school students who learn gas metal arc welding with a guided welding training system learn how to weld faster and/or more proficiently than those taught using the traditional training method? A study was performed in an entry-level high school welding class to determine the effectiveness of a guided welding instruction system in comparison to the traditional method of teaching welding. The results of the study indicated that the traditional method of teaching welding and the use of a guided welding system yielded similar results, both in quality and efficiency, in student ability to produce basic GMAW welds.

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Long, Nathan Andrew. "The Origins, Early Developments, and Present-Day Impact of the Junior Reserve Officers’ Training Corps on the American Public Schools". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053619042.

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Briselance, Claude. "Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974)". Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20078/document.

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L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région…
The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…

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Wu, Xiao-Liang, e 吳曉亮. "A curriculm-content study of environmental education for in-service training of professional educators for industrial art cluster in industrial-vocational high school". Thesis, 1994. http://ndltd.ncl.edu.tw/handle/77141257185783409984.

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YA-LING, CHEN, e 陳雅玲. "Create Champions Cradle of Taiwan High School Soccer：The Training Management Module Case Studies in Chung Shan Industrial and Commercial School Women's Soccer Team". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/bbn334.

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碩士
康寧大學
休閒管理研究所
104
The soccer is most popular sport and common language in the world, Asian teams unable to reach top three of FIFA World Cup, Taiwan team more difficult to achieve the target, Taiwan soccer sport obviously being neglected compared to the other sport. In Taiwan Mulan women's soccer team had let soccer become the trend in the 70 's ,Because no players and lack of funds and government neglect and social factors, resulting Mulan women's soccer team was to halt recruitment. Now, in the world ranking Taiwan's women's soccer better than men's soccer but trend biased towards males. must rectify the defects from basic education. This paper uses qualitative field research methods, through interviews and case study on successful experiences in the training model and team management. This paper provides recommendations for basic training school on how to train soccer players, according to the times of changing into different management models and methods. A case in this thesis is often won the championship trophy women's soccer team of the Chung Shan Industrial and Commercial School the case has gone through a lot of difficulties but never give up and continue to overcome all difficulties. It received three League Championship trophies in five years. became champions cradle of Taiwan High School women's Soccer team. This paper will hope remind the Government attaches Taiwan's soccer environment, promote the professionalization of women's soccer development in the country and finally towards the international forward.

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Hsieh, Shu-Fang, e 謝淑芳. "The Effects of Aerobic Dance Training on Physical Fitness of Industrial High School Male Students with Mild Mental Retardation". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/52393272526647878867.

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碩士
國立臺灣師範大學
體育學系在職進修碩士班
91
The main purpose of this study was to investigate the effects of 12-week aerobic dance training courses on physical fitness of industrial high school male students with mild mental retardation. The subjects of this study consist of 21 industrial high school students, average age=16.4 ±0.6 years, with mild mental retardation. Eleven students had received aerobic dance training and the other 10 students took general physical education (3 days per week). Before and after the experiment, all of the students were asked to take the physical fitness tests, including cardiorespiratory endurance; muscular fitness; flexibility and body composition. The aerobic dance training course was conducted 3 days per week, 45 minutes each day and lasted for 12 weeks. The exercise intensity was set at 55-70% and 70-80% max heart rate of first 6 weeks and later 6 weeks, respectively. The collected data was analyzed with t-test, and the results were as followed: 1.After 12-week aerobic dance exercise, the students who have taken aerobic dance training courses improve significantly in their physical fitness, including 1600 run and walk; sit up; standing long jump; sit and reach and body mass index. (p＜0.05) However, the students taking general physical education do not have significant improvement in their physical fitness. (p＞0.05). 2.The items of physical fitness of students receiving aerobic dance training courses are better than those of students taking general course. However, there was no significant difference between two groups. The results show that the 12-week aerobic dance training courses of industrial high school male students with mild mental retardation have positive effects on their physical fitness.

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Livros sobre o assunto "Idaho Industrial Training School"

Harris, John. Employee relations: A training manual for schools and colleges. Editado por Westall Karen. Lancaster: Framework Press Educational, 1996.

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European Centre for the Development of Vocational Training. The Financing of continuing training in Italy. Berlin: CEDEFOP, European Centre for the Development of Vocational Training, 1991.

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School on European Training on Technologies and Industrial Applications of Superconductivity (1st 1991 Naples, Italy). Ettias, 1st School on European Training on Technologies and Industrial Applications of Superconductivity, Naples, Italy, 9-13 September 1991. Editado por Barone Antonio 1939-, Morini Augusto, Frunzio Luigi e Community Action Programme for Education and Training for Technology. Singapore: World Scientific, 1992.

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John, Langone. Harvard Med: The story behind America's premier medical school and the making of America's doctors. Holbrook, Mass: Adams, 1995.

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John, Langone. Harvard Med: The story behind America's premier medical school and the making of America's doctors. New York: Crown Publishers, 1995.

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Pennock, Pamela M. The evolution of St. James's, 1848-94: Leeds Moral and Industrial Training School, Leeds Union Workhouse and Leeds Union Infirmary. Leeds: Thoresby Society, 1986.

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Kelso, Richard. Building a dream: Mary Bethune's school. Editado por Heller Debbie ill. Austin, Tex: Raintree Steck-Vaughn, 1993.

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1945-, Stern David, ed. School-based enterprise: Productive learning in American high schools. San Francisco, Calif: Jossey-Bass Publishers, 1994.

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Eagle, Adam Fortunate. Pipestone: My life in an Indian boarding school. Norman: University of Oklahoma Press, 2010.

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I, Farmer Edgar, e Key Cassy B, eds. School-to-work systems: The role of community colleges in preparing students and facilitating transitions. San Francisco: Jossey-Bass, 1997.

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Capítulos de livros sobre o assunto "Idaho Industrial Training School"

Buresch, Jürgen. "Learning in Technical Work Systems — Industrial Training Models". In Technology Education in School and Industry, 180–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-57897-7_14.

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Gormaz-Lobos, Diego, Claudia Galarce-Miranda, Hanno Hortsch, Steffen Kersten, Pablo Rojas-Valdés e Carolina Vargas-Almonacid. "Specializing the Teacher Training on a Chilean University and Vocational School: The Case of INACAP". In Educating Engineers for Future Industrial Revolutions, 383–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_38.

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Rowntree Jones, Carol, Caroline Scothern, Heather Gilbert e Sue Anderson. "Creating a Forest for Learning". In High-Quality Outdoor Learning, 367–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_21.

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AbstractThe National Forest in the English Midlands has developed a model based on a five-point outdoor learning plan, to enable every schoolchild within the Forest area to regularly experience outdoor-based learning within their school curriculum. The Forest began in the early 1990s, with the aim of transforming a post-industrial landscape and its communities through the planting of trees. Extending over 200 square miles and with a population of around 200,000, the National Forest’s project ‘Creating a Forest for Learning’ has developed from three decades of environmental education work with rural, urban and nearby inner city schools. The project funds staff training and grounds work, to make it easier to embed the practice in the school improvement plan. The chapter discusses the drive behind developing the project, to embed a love for and understanding of trees and woodlands in the generation of children growing up in a young forest, and to realise one of the original ambitions in creating a forest near where people live and work: to transform lives as well as the landscape, and to offer children a range of high-quality learning experiences, where 21st-century skills such as resilience, communication and adaptability come to the fore. By improving their connection to nature, the young people are building resources for their own health and wellbeing. This can only help them become active citizens as society moves to a green recovery from Covid-19, and equip them to take a positive standpoint in addressing the climate crisis. The chapter presents the progress, obstacles and successes experienced by this unique project, where education underpins aspirations to embed sustainable living.

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Kibbey, Paul M. S. "The Reaction of Headteachers to Industrial Management Skills Training – One Company’s Experience". In Staff Development in The Secondary School, 262–79. Routledge, 2018. http://dx.doi.org/10.4324/9781351041263-12.

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Mota, Rui, e Carolina Mesquita. "Training Graduated Students in an Industrial Context of a Retail Company". In Training Engineering Students for Modern Technological Advancement, 165–82. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8816-1.ch008.

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Graduate students are a source of knowledge to companies. Their youth, readiness to show recently acquired abilities, and high levels of motivation to “change the world” are appreciated by human resources hiring teams to complete their purpose: to identify talent that can enhance business areas accomplishing relevant goals. However, “competences” do not always come along with the “full package” of a recent graduate. This chapter describes how a Portuguese retail company developed and implemented a Lean School to (1) upskill internal knowledge, skills, and behaviors about Lean in the existing work force and to (2) prepare the newcomers to use Lean in such a good way as if they had been part of the company for years. The authors will also describe some of the active learning methods used in the Lean School programs and report the evolution on some performance indicators like number of students in attendance and satisfaction levels.

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Thorvald, Peter, Jenny Bäckstrand, Lennart Malmsköld, Mattias O’Nils, Bengt Göran Rosén e Anna Syberfeldt. "Smart Industry Sweden – A Collaborative Industrial Graduate School". In Advances in Transdisciplinary Engineering. IOS Press, 2024. http://dx.doi.org/10.3233/atde240212.

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As we find ourselves in the midst of the fourth industrial revolution, also known as Industry 4.0, the digital transformation of products, processes, and systems, along with their interconnectedness, is of utmost interest. To ensure future competitiveness in the manufacturing sector, the integration of advanced manufacturing technologies and advanced information technology is essential. Information technologies and knowledge are deeply intertwined with industrial equipment, processes, products, and systems, posing a challenge in transitioning today’s manufacturing industry into the digital era. The manufacturing sector will require adequate methods, a conducive working environment, new tools, and lifelong training to support its employees. This article describes a joint effort of five Swedish universities with the ambition to strengthen the competitiveness and innovativeness of the national manufacturing industry through highly competent researchers and future leaders. The collaboration is in the form of an industrial graduate school, combining the efforts of five universities, 16 graduate students, and 12 companies or organisations. This article will outline how the graduate school has been organized, the joint efforts that have been made to assure the development of all parties, organisations and individuals, and will also outline some of the key success factors that have been identified thus far in the project.

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Case, Sarah H. "Training “Leaders of Their Own Race”". In Leaders of Their Race. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041235.003.0004.

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Through a focus on Spelman Seminary of Atlanta, Georgia, between its founding in 1881 and the 1920s, this chapter analyzes the ideological assumptions behind, and the content of, education for black female respectability. An analysis of the content of the education offered at Spelman and the goals of administrators, board members, faculty, and supporters provides an understanding of how secondary schools for girls taught the attributes of respectability. To a surprising degree, industrial education was viewed as essential to the curriculum of a school for “striving” black young women. In contrast to traditional interpretations of black education that oppose industrial and academic education, Spelman faculty and associates viewed industrial and academic education as mutually reinforcing.

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Shchedrina, Elena Vladimirovna. "DIGITAL INNOVATIONS IN AGRICULTURAL EDUCATION". In Psychological and Pedagogical in High School, 117–42. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-107641.

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The author's study considers the actual direction related to the "digital transformation" of modern society on the scale of the state. The connection between the global process of digitalisation and the need to introduce changes in the system of personnel training, in particular for the agro-industrial sector, is established. The strengths and weaknesses of digitalisation and their impact on the digital wellbeing of the individual are described. Statistical data reflecting some trends in the development of the digital economy in Russia are analysed. An assessment of the state of digitalisation of agriculture in the country is given, and real examples of the introduction of digital tools in the sector are described. The paper describes the structure of digital transformation of domestic agrarian education, which includes five structural components: technical, software, technological, methodological and organisational-legal. For each component, an overview of existing solutions on the market is given. The opportunities, existing experience and possible problem areas in the training of personnel for agriculture and the formation of digital competences of future graduates are considered.

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Ajithkumar, Usha. "A Study of the Problems Faced by Industrial Training Institutes (ITI) in India as Perceived by Different Stakeholders". In Technical Education and Vocational Training in Developing Nations, 151–76. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1811-2.ch008.

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The study focused on the problems faced by students pursuing ITI and the views of school students about ITI. Data was collected by the researcher through questionnaire distributed to students and in-depth interview with the principals of ITI. The themes that emerged from the data were General information about the student, Information about his family, Information about ITI education, Administration and organization, Possibilities and equipments, Teacher's capacity, Curriculum, and Community's perception. The findings highlight lack of infrastructure, inadequate teacher capacity, lack of updated curriculum, lack of awareness about ITI among students from formal schooling. On the basis of the findings the study recommended that the Government needed – Curriculum Enhancement Policies, Increasing Training Capacity, Program Evaluation, and Apprentice Programs; Infrastructure Improvement, Personnel, and Personal and Professional Development.

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Shoenfelt, Elizabeth L. "Professional Development for Industrial-Organizational Psychology Master’s Graduates". In Mastering the Job Market, 99–112. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190071172.003.0006.

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This chapter addresses the important postgraduate experience of continuing training and development for industrial-organizational (I-O) psychology master’s graduates. I-O master’s students often leave school with fewer networking ties, academic mentors, and overall skills in their toolbox than do PhD students. This chapter discusses common certifications and continuing education opportunities that are relevant to those pursuing I-O psychology careers. Mentoring experience are discussed based on experiences of I-O master’s graduates and their employers. Three best-practice suggestions for maximizing mentoring relationships are described. I-O psychology master’s practitioners should use professional development opportunities that increase their knowledge, skills, and the power of their résumé and that help advance their careers.

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Trabalhos de conferências sobre o assunto "Idaho Industrial Training School"

Barone, Antonio, Augusto Morini e Luigi Frunzio. "EUROPEAN TRAINING ON TECHNOLOGIES AND INDUSTRIAL APPLICATIONS OF SUPERCONDUCTIVITY". In Ettias 1st School. WORLD SCIENTIFIC, 1992. http://dx.doi.org/10.1142/9789814537339.

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Wang, Qiang. "Provincial Training of Medium Occupation School Professional Backbone Teacher 6 Years Training Experience". In 2015 International Conference on Industrial Technology and Management Science. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/itms-15.2015.453.

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Noviyanto, E., e P. Sudira. "Design of Industrial Oriented PLC Training Media for Vocational School". In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.048.

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Zhang, Yongmei. "Study on the Rural Primary and Secondary School English Teachers Training Curriculum--Based on National Training Projects (NTP)". In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.133.

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Trinh, Hoa, Phong Tran e Van Nguyen. "TRAINING SCHOOL TEACHERS TO MEET THE REQUIREMENTS OF EDUCATION INNOVATION AND INDUSTRIAL REVOLUTION 4.0 IN VIETNAM". In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0991.

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Martínez-Gómez, Mónica, Sergio Gallardo, Jose Felipe Villanueva, María Sancho, Cristina Lull, Ana Esteso, Ana Vallés-Lluch, Andrés Lapuebla-Ferri, María Del Mar Eva Alemany e Angel Ortíz. "DIAGNOSIS OF TRAINING IN SUSTAINABLE DEVELOPMENT GOALS IN THE HIGHER TECHNICAL SCHOOL OF INDUSTRIAL ENGINEERING (ETSII)". In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1293.

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Nurfajar, Andi Ahmad, Rina Puspita Wahyuningaji e Ahmad Dardiri. "Impact of Vocational Curriculum 2013 on the Role of Vocational School Graduates in Industrial Construction Services". In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.33.

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Yoto, Yoto, Marsono Marsono, Windra Irdianto e Basuki Basuki. "Industrial Class With Work Based Learning Approach As Alternative To Increase Educational Quality In Vocational High School". In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.44.

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Mashudi. "The Effect of Industrial Work Practices and Learning Outcomes Toward Students' Interest in Entrepreneurship at High School". In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.25.

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Syahputra, Gunawan, Darwin Darwin e Arief Rahman. "Development Of A Pre-Industrial Field Work Training Model To Increase Student Readiness In Carrying Out PKLI at TKRO Vocational Middle School At Bina Satria Vocational School Medan". In Proceedings of the 5th International Conference on Innovation in Education, Science, and Culture, ICIESC 2023, 24 October 2023, Medan, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.24-10-2023.2343056.

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