Готові списки джерел за темами / Placement supervision

Добірка наукової літератури з теми "Placement supervision"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Placement supervision"

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Borrallo-Riego, Álvaro, Eleonora Magni, Juan Antonio Jiménez-Álvarez, Vicente Fernández-Rodríguez, and María Dolores Guerra-Martín. "Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements." International Journal of Environmental Research and Public Health 18, no. 9 (April 21, 2021): 4427. http://dx.doi.org/10.3390/ijerph18094427.

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Анотація:
The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.
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2

Chui, Wing Hong. "First practice placement." Journal of Practice Teaching and Learning 9, no. 2 (December 20, 2012): 10–32. http://dx.doi.org/10.1921/jpts.v9i2.398.

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This paper presents the findings of a small-scale study examining the expectations and anxieties of social work students regarding supervision for fieldwork instruction. A cohort of students in their first year of a postgraduate programme for professional training was questioned about their aspirations and anxieties as they approached their first period of practice placement assessment. Their responses were wide-ranging and varied, and shed light on what they wanted from their supervisors and supervision. Students” concerns related to supervision as a vehicle for compliance and performance issues rather than as a purveyor of culture and values for social work. It is viewed by the respondents as an important site of learning and development whose opportunities for promoting self-awareness and the skills of critical reflection must be safeguarded. This paper argues for the importance of listening to students in order to shape the delivery and mode of fieldwork supervision, and posits supervision as a means of fostering notions of social work values that are prerequisite for practice.
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Testa, Doris. "School social work: A school-based field placement." Aotearoa New Zealand Social Work 23, no. 4 (July 8, 2016): 14–25. http://dx.doi.org/10.11157/anzswj-vol23iss4id146.

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This article addresses the placement of social work students in a non-traditional social work setting: the Victorian Catholic primary school. Considering the different elements of field education placements, this article discusses how a field education placement was purpose- fully structured to guide the social work student through the process of integrating theory and practice. Drawing on qualitative and quantitative data, the article describes the structure of the placement and how respondents viewed the success or otherwise of the orientation activities, opportunities to integrate theory with practice, the development of practice skills, supervision and the development of school/university partnerships. The data indicated that a purposefully structured placement which provides students with a variety of learning opportunities and which is supported by clearly focused supervision are key contributors to the success of school-based field education placements.
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4

Moseley, Jamie, Michael Hellawell, Claire Graham, and Alison Briggs. "Evaluation of a large group supervision model in a university student-led physiotherapy clinic." British Journal of Healthcare Management 28, no. 3 (March 2, 2022): 61–67. http://dx.doi.org/10.12968/bjhc.2021.0098.

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Анотація:
Background/Aims Clinical placements are a crucial aspect of training for student healthcare professionals, but the traditional 1:1 student–staff placement ratio puts a strain on placement capacity. This study evaluated a large group supervision model in physiotherapy in a university setting, looking at the student placement experience and patient outcomes. Methods The effectiveness of the supervision model was assessed using several indicators: student satisfaction, student performance, patient satisfaction and clinic contribution to placement capacity. Both students (n=34) and patients (n=85) filled out surveys to measure their satisfaction, and the results of the National Student Survey were also analysed in relation to the clinic and the wider physiotherapy course. Results Both patients and students reported high levels of satisfaction with the clinic and the placement model, with students noting the usefulness of the clinic in preparing them for work and increasing their employability. Summative assessment scores were also high. Overall, the clinic was able to provide 15–25% of the course's placement capacity per block. Conclusions The large group supervision model is just as effective, if not more so, than traditional placement models in terms of both capacity and quality, with very positive feedback from both students and patients. This method of training should be considered and researched further in other healthcare education contexts.
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Hay, Kathryn, Neil Ballantyne, and Karin Brown. "Hic sunt dracones: Here be dragons! Difficulties in mapping the demand for social work placements in New Zealand." Journal of Practice Teaching and Learning 13, no. 1 (February 21, 2015): 24–43. http://dx.doi.org/10.1921/jpts.v13i1.808.

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Anecdotal evidence suggests that the growth in demand for social work field placements in New Zealand is outstripping supply and impacting on placement quality. However, to date, no systematic study of placement demand or supply in New Zealand has been published. Our study sought to identify the number of students placed during 2012, their placement setting (government or non-government), whether they were supervised by a Registered Social Worker (RSW), and whether they had on-site supervision. It combined secondary analysis of the annual reports of recognised programmes to the Social Workers Registration Board with a survey of seven tertiary institutions. We found that students placed in government settings were three times more likely to experience on-site supervision by an RSW, but that the majority of placements were in non-government settings. The study also uncovered significant problems with the integrity of the annual report data collected and recommendations for improvements are outlined in this article.
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Pettys, Gregory L., Patrick T. Panos, Shirley E. Cox, and Kim Oosthuysen. "Four models of international field placement." International Social Work 48, no. 3 (May 2005): 277–88. http://dx.doi.org/10.1177/0020872805051705.

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English Twenty-one US social work programs with international placements were surveyed to assess: information about participating students; screening processes; student preparations; and supervision. Four models of international placements were identified: independent, neighbor, on-site and exchange. The information is provided to assist programs in developing international placements. French Vingt-et-un programmes de travail social américains offrant des stages internationaux ont été examinés pour avoir une idée des étudiants qui y participent, des procédures de sélection, des préparatifs pour les étudiants, et de la supervision. Quatre modèles des stages internationaux ont été identifiés: indépendant, voisinant, sur place et échange. Des informations sont fournies pour aider dans le développant des stages internationaux. Spanish Se encuestaron veintiún programas de trabajo social en Estados Unidos dotados con colocaciones internacionales para las prácticas de campo. Se evaluó: 1) la información acerca de los estudiantes participantes, 2) el proceso de selección, 3) la preparación de los estudiantes, y 4) la supervisión. Se identificaron cuatro modelos de colocación internacional: independiente, vecino, doméstico (on-site) y de intercambio. La información se dirige a asistir en el desarrollo de colocaciones de prácticas internacionales.
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Lulai, Rebecca, and Mark DeRuiter. "Supervision : The New Clinical Supervisor: Tools for the Medical Setting." Perspectives on Administration and Supervision 22, no. 3 (October 2012): 85–90. http://dx.doi.org/10.1044/aas22.3.85.

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Анотація:
Placement of graduate student clinicians in medical environments continues to serve as an ongoing challenge for many universities. This article addresses five questions, proposed by clinical supervisors, with focus on maintaining productivity while a student is present. Specific emphasis is given to preparations that can occur before the student arrives at the practicum location. The authors provide practical suggestions and templates in the appendices.
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Cant, Robyn, Colleen Ryan, Lynda Hughes, Elise Luders, and Simon Cooper. "What Helps, What Hinders? Undergraduate Nursing Students’ Perceptions of Clinical Placements Based on a Thematic Synthesis of Literature." SAGE Open Nursing 7 (January 2021): 237796082110358. http://dx.doi.org/10.1177/23779608211035845.

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Анотація:
Introduction Clinical placements are a mandatory component of nursing students’ education internationally. Despite clinical education being a key to nursing students’ achievement of nursing competencies, few studies have reviewed students’ narratives to describe their experiences of learning during clinical placement. Such studies may be important in offering a deeper insight into clinical learning experiences than quantitative surveys. Methods A systematic thematic synthesis of qualitative studies between 2010 and June 2020 was conducted. English language studies that offered a thematic analysis of undergraduate nursing students’ experiences of learning during placement were sought. A search was made of five databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided by the ENTREQ statement for enhancing transparency in reporting the synthesis of qualitative research. Results Twenty-seven qualitative studies were included in the review. A thematic synthesis showed over 100 themes and subthemes across the studies. A cluster analysis revealed positive elements and others that were seen in the studies as a barrier (hindrance) to clinical learning. Positive elements included supportive instructors, close supervision, and belonging (in the team). Unsupportive instructors, a lack of supervision and not being included were seen as a hindrance. Three key overarching themes that could describe a successful placement were revealed as “Preparation,” “Welcomed and wanted” and “Supervision experiences”. A conceptual model of clinical placement elements conducive to nursing students’ learning was developed to enhance understanding of the complexities associated with supervision. The findings and model are presented and discussed. Conclusion The conceptual model presents positive elements that influence students’ clinical placement experiences of learning. This model may provide a framework to guide professional development programs and strategies to support students and supervisors alike, an important step forward in moving beyond the current clinical placement rhetoric.
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Suganda, Nia, Arif Nugroho, and Rahmi Mulyasih. "Implementasi Kebijakan Pengawasan Pelaksana Penempatan Tenaga Kerja Indonesia Swasta (PPTKIS) di Dinas Tenaga Kerja dan Transmigrasi Provinsi Banten (Studi Pada Kabupaten Serang)." Jurnal Ilmu Administrasi Negara ASIAN (Asosiasi Ilmuwan Administrasi Negara) 8, no. 01 (March 2, 2020): 1–8. http://dx.doi.org/10.47828/jianaasian.v8i01.25.

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This study aims to find out how the Implementation of the Implementation Policy for the Implementation of Private Indonesian Manpower Placement (PPTKIS) in the Banten Province Manpower and Transmigration Office (Study in Serang District) and what are the supporting and inhibiting factors in supervising the Supervision of the Implementation of Private Indonesian Manpower Placement ( PPTKIS) in the Banten Province Manpower and Transmigration Office (Study in Serang District). In this study using descriptive qualitative. With the research location in the Banten Province Manpower and Transmigration Office in Serang District Supervision, data collection techniques used interviews, observation, and documentation. This study uses the widodo theory (2018) 4 (four) public policy supervision factors, namely: (1) Actors controlling the implementation of policies, (2) Standard operating control procedures, (3) Financial resources and equipment, (4) Scheduling of Control Implementation. From the results of research using Widodo's theory (2018) Supervision on PPTKIS has not been running optimally because there is no synergy between internal control and external control actors, the agency also has no control schedule, the socialization is quite good but there are still complaints from the community. .
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Vågstøl, U., S. Kaland, I. Folgerø, M. Cogorno, E. Langedal, and A. Eldøy. "Supervision in clinical placement: qualifications and needs." Physiotherapy 102 (November 2016): e157. http://dx.doi.org/10.1016/j.physio.2016.10.184.

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Більше джерел

Дисертації з теми "Placement supervision"

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Roth, Johanna, and Åsa Ribacke. "De handledande sjuksköterskornas upplevelse av sitt arbete på Utvecklande och Lärande Vårdenheter (ULVE)." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36869.

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SAMMANFATTNING

Bakgrund:På en Utvecklande och Lärande VårdEnhet (ULVE) ges studenterna möjlighet att sammanfoga vårdvetenskaplig teori med vårdpraxis genom att bashandledare, huvudhandledare och lärare intar en reflekterande hållning gentemot studenten som har ett livsvärldsperspektiv som grund. Detta ställer krav på handledarna att utifrån studenternas livsvärld försöka överbrygga klyftan mellan teori och praktik. Bashandledarna behöver då stöd för att känna motivation och lust till handledning.

Syfte:Syftet med föreliggande studie är att inom ULVE-avdelningarna synliggöra de motiverande faktorerna för bashandledarna i deras handledande arbete.

Metod:Studien är en intervjustudie. Med en induktiv ansats gjordes en kvalitativ innehållsanalys.

Resultat:Efter innehållsanalysen från intervjuerna framkom 3 kategorier och 8 underkategorier som beskriver det handledande arbetet och de faktorer som påverkar detta. De tre kategorierna var Möjligheter och hinder i ULVE utifrån bashandledarnas perspektiv, Organisatoriska faktorer med påverkan på bashandledarnas handledning och vårdvetenskap i den handledande rollen.

Slutsats:Av resultatet kan ses att verksamheten behöver en lyhördhet för att bibehålla de motiverade bashandledarna som finns på ULVE. Ytterligare forskning behövs för att belysa de motiverande faktorerna till handledning samt hur detta kan utveckla en konstruktiv och fördjupad läroprocess för bashandledare och studenter.

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Abderrahim, Mohamed. "Conception d’un système de supervision programmable et reconfigurable pour une infrastructure informatique et réseau répartie." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2018. http://www.theses.fr/2018IMTA0119/document.

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Le Cloud offre le calcul, stockage etréseau en tant que services. Pour réduire le coûtde cette offre, les opérateurs ont tendance à s’appuyer sur des infrastructures centralisées et gigantesques. Cependant, cette configuration entrave la satisfaction des exigences de latence et de bande passante des applications de nouvelle génération. L'Edge cherche à relever ce défi en s'appuyant sur des ressources massivement distribuées. Afin de satisfaire les attentes des opérateurs et des utilisateurs du Edge, des services de gestion ayant des capacités similaires à celles qui ont permis le succès du Cloud doivent être conçus. Dans cette thèse, nous nous concentrons sur le service de supervision. Nous proposons un canevas logiciel pour la mise en place d’un service holistique. Ce canevas permet de déterminer une architecture de déploiement pair-à-pair pour les fonctions d'observation, de traitement et d'exposition des mesures. Il vérifie que cette architecture satisfait les exigences fonctionnelles et de qualité de service des utilisateurs. Ces derniers peuvent être exprimés à l'aide d'un langage de description offert par le canevas. Le canevas offre également un langage de description pour unifier la description de l'infrastructure Edge. L’architecture de déploiement est déterminée avec l’objectif de minimiser l'empreinte de calcul et réseau du service de supervision. Pour cela, les fonctions de supervision sont mutualisées entre les différents utilisateurs. Les tests que nous avons faits ont montré la capacité de notre proposition à réduire l'empreinte de supervision avec un gain qui atteint -28% pour le calcul et -24% pour leréseau
Cloud offers compute, storage and network as services. To reduce the offer cost, the operators tend to rely on centralized and massive infrastructures. However, such a configuration hinders the satisfaction of the latency and bandwidth requirements of new generation applications. The Edge aims to rise this challenge by relying on massively distributed resources. To satisfy the operators and the users of Edge, management services similar to the ones that made the success of Cloud should be designed. In this thesis, we focus on the monitoring service. We design a framework to establish a holistic monitoring service. This framework determines a peer-to-peer deployment architecture for the observation, processing, and exposition of measurements. It verifies that this architecture satisfies the functional and quality of service constraints of the users. For this purpose, it relies on a description of users requirement sand a description of the Edge infrastructure.The expression of these two elements can be unified with two languages offered by the Framework. The deployment architecture is determined with the aim of minimizing the compute and network footprint of the monitoring service. For this purpose, the functions are mutualized as much as possible among the different users. The tests we did showed the relevance of our proposal for reducing monitoring footprint with a gain of -28% for the compute and -24% for the network
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Anzalone, John Anthony. "Educators' Perspectives on Secondary Education Alternative Placement, Student Recidivism, and Treatment Models." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/739.

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The recidivism rate for disciplinary offenses has increased during the last 8 years in the secondary student population of a sizeable, urban school district in the southwest United States. Recidivism for this district is the act of committing a second disciplinary offense during a single calendar year following completion of a behavior program. Guided by Erikson's theory of social development, this case study was designed to collect a purposeful sample of 21 educators' perceptions of the impact of recidivism on students' education and the effectiveness of treatment models to reduce recidivism. Data were collected from qualitative semi-structured interviews and field notes. Data were coded to identify common themes. Six themes emerged from the analysis: academics vs. discipline, stigmas, mentoring, social pressures, truancy, and loneliness and isolation. The most effective models for reducing recidivism were identified as restorative justice and teaching-family. In addition, educators believed recidivism lowered overall student achievement. The results of this study are of interest to those seeking an understanding of the impact of recidivism on students' education. This study promotes positive social change by suggesting effective practices, models, and treatments that contribute to improved educational environments that support for all students.
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Keen, Carolyn Marie. "An investigation of the achievement of 4 x 4 block-scheduled advanced placement calculus AB students." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618463.

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The research investigated whether 4 x 4 block scheduling had any effect on students' achievement in Advanced Placement Calculus AB and described some of the dynamics involved in the shifts to 4 x 4 plans. Data from 52 schools (38 North Carolina, 14 Virginia) were divided into two groups: (Sample 1) 25 schools in which the course was taught in one semester (N = 252) and (Sample 2) 27 schools in which it was taught in two semesters (N = 355). Using two-tailed Z and chi square goodness-of-fit tests {dollar}(\alpha=0.05),{dollar} the 1995 AP test mean score of each sample was compared to the mean of the 103,032 students who took the test. The z test showed that Sample 1 made significantly lower scores. The effect size ({dollar}-{dollar}0.51) and chi square test supported this conclusion. The chi square test revealed significantly higher scores for Sample 2, but the z test did not. The study also found that schools used diverse practices regarding both AP classes and the change process. The study has implications for instruction, staff development, and administrative decision-making related to block scheduling.
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Bowers, Diana, and Virginia P. Foley. "Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3000.

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The purpose of this study was to determine if there was a significant relationship between students who entered a Tennessee university for the first time in the fall of 2014 who had earned either Advanced Placement (AP) or dual enrollment credit and their college readiness and 1-year college retention. College readiness was defined by students’ American College Testing (ACT) sub scores in English, reading, and mathematics. The Tennessee Board of Regents (TBR) regulates the minimum sub score for each sub section that a student must obtain to be college ready. College retention was defined by students who enrolled at the university in the fall of 2014 and reenrolled in the fall of 2015 at the same university. The independent variables for this study were AP credits received in AP English Language and Composition, AP English Literature and Composition, AP Statistics, AP Calculus AB, AP Calculus BC, and dual enrollment credit received in any course. The dependent variables for this study were college readiness as defined by TBR and fall-to-fall retention. A series of chi-square tests of independence was performed to examine the differences in college readiness and fall-to-fall retention between students who had earned AP or dual enrollment credit and those students who had not. The quantitative findings revealed that there is a significant relationship between students who enroll in their first college year with AP English or math credit or dual enrollment credit and first year retention rates when compared to students who do not reenroll with AP English or math credit or dual enrollment credit. The results indicated there was no difference in students who enrolled with AP English or math credit and students who enrolled with dual enrollment credit regarding their fall-to-fall retention rates. AP English credit increased the likelihood that a student was college ready in both English and reading based on TBR determinations of college readiness. Credit in an AP mathematics course also increased the likelihood that a student was college ready in math based on TBR determinations of college readiness.
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6

Davis, Donald Joseph. "Placing Students in Eighth Grade Mathematics: A Case Study of the Decision-Making Process." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1405.

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Algebra 1 is considered an essential course to master in order to understand the concepts of higher-order mathematics, and the California accountability system designates this course for completion in 8th grade. In Shelton County, however, placement of 8th graders in this course is based on feeder school, rather than student ability, resulting in inequitable access. The purpose of this case study was to examine the experiences of administrators who place individual students in mathematics courses and the factors that influence their placement decisions. The conceptual framework for the study was administrative theory as related to processes of effective decision making. Eighteen administrators from 9 local districts described their experiences as they made decisions to place 8th grade students in Algebra 1. Seventeen administrators completed a semi-structured questionnaire on the placement decision-making process, 9 participated in follow-up semi-structured interviews, and 1 was interviewed only. Data were transcribed, open coded, and thematically analyzed. They key findings that affected placement decisions included that many students entered middle school unprepared for algebra, the local mathematics programs were not coherently designed, and aspects of an effective action-cycle decision-making process were absent. A position paper was developed that offers policy and practice recommendations that address these findings. Key recommendations include implementing clear policy, pursuing a coherent instructional program, providing student support interventions, and utilizing assessment and placement processes. This project study advances positive social change by engaging educational leaders at the local site to develop their professional practice and enhance the quality of their organizations' mathematics education program.
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Makan, Shallu. "Exploring Administrative Practices to Improve African and Hispanic Highschool Students Enrollment in Advanced Placement Courses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7487.

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Анотація:
Disproportionately lower numbers of African- and Hispanic-American high school students are enrolled in advanced placement (AP) courses in U.S. high schools. Thus, the purpose of this exploratory case study was to explore the administrative practices that may expand enrollment of African- and Hispanic-American students in high school AP courses. The conceptual framework of the study was based on Bandura's social cognitive theory and its 4 elements: affective processes, motivational processes, selection processes, and cognitive learning. Research questions were designed to examine the perspectives of administrators about the disproportional enrollment of African- and Hispanic-American students in AP courses and administrative practices that may support proportional representation of these students. Semistructured interviews were used to collect data from 10 administrators from 2 high schools in the same school district. Data analysis involved open, axial, and a priori coding. The findings indicated that administrators agreed on the need to reevaluate prerequisites for AP courses that may create unintentional obstacles to enrollment of Hispanic- and African-American students. Additionally, administrative support for the counselors to provide academic advising may improve access for Hispanic- and African-American students. This study contributes to positive social change by creating a deeper understanding of how administrative practices can improve African- and Hispanic-American enrollment in high school AP courses.
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8

Parton, Joy Brown. "Classroom Placement of Twins Triplets and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals Perceptions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1319.

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Анотація:
The purpose of this study was to learn from kindergarten- through 8th-grade principals in East Tennessee (a) what policies guide their decisions regarding classroom placement for multiple-birth children; (b) what postsecondary training they have; (c) what sources guide their decisions; (d) what knowledge they have of the needs, relationships, and bonds of multiples; and (e) what their perceptions are regarding how to best meet the needs of multiples. Data were collected through interviews with a purposeful sample of 10 principals of kindergarten- through 8th-grade schools. Five themes emerged forming constructs for organizational framework: (a) learning environment, (b) meeting individual needs, (c) communication, (d) culture, and (e) perceptions. Based on the research, the following conclusions were presented: Prior to Tennessee Code Annotated, Section 49-6-3102, effective July 1, 2010, none of the school systems had placement policies. Most principals had no postsecondary or graduate school training specific to and were not knowledgeable of the educational psychology of multiples or implications regarding their developmental, emotional, and academic issues. Most said on-the-job training was their only instruction. Few principals were aware of the needs, relationships, and bonds of multiples. Principals stated their conviction that separating multiples would promote individuality and foster independence. Findings from this study might result in colleges modifying their teachers' education curriculum to include the educational psychology of multiples and implications regarding their developmental, emotional, and academic issues. Principals currently serving should enlighten themselves regarding the educational psychology of multiples to include the dynamics of the multiples' relationships and the bond that exists between them. School districts should provide education for staff regarding the development of multiples. Principals should recognize parents of multiples as their best source of guidance and look to school psychologists as resources. It is recommended that principals work with families, become more acquainted with multiples, and seek their opinions when making decisions that affect them. It is recommended that if principals want to help multiples become independent and develop as individuals, they should learn to tell them apart and call them by their individual names rather than twin or triplet.
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Pugh, Dana L. "Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/68.

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Анотація:
It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other select variables such as prior course work, teacher expectations, academic motivation, peer affiliation, counselor advisement, teacher perception, and student self-efficacy. Pearson correlations, ANOVA, Post Hoc and regression tests were used to analyze the data that had the greatest significance on African-American enrollment in an advanced placement program. The researcher concluded that teacher expectations, peer affiliation, and student intent to enroll have the greatest significance on African-American enrollment in an advanced placement program. Recommendations were suggested for classroom teachers, educational leaders, and future researchers.
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Olive, Karl William. "Characteristics of Local Dual Credit Programs That Promote Sustained Enrollment and High School Achievement." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/189.

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The intent of this study was to identify the features of local dual credit programs that promote high achievement and sustained enrollment. Ancillary outcomes of the study were to identify strengths and weaknesses of the programs as well as develop recommendations for the development and implementation of future dual credit programs in the area. The dual credit programs studied were offered by two secondary schools in conjunction with the local community and technical college. Information regarding the programs was collected via interviews from individuals at the secondary and postsecondary level who had substantial knowledge of the programs. Overriding themes that emerged as a result of this study were the need to designate a single dual credit coordinator at both the college and the high schools to improve communication, the desire to increase participation in the existing programs while expanding the program to area schools that do not already participate in dual credit, and the need to maintain the quality and academic rigor of the courses.
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Книги з теми "Placement supervision"

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Services, New York (State) Division of Management Audit and State Financial. State Education Department, oversight of school districts' special education classification and placement processes for school-age children. [Albany, NY: The Division, 2002.

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Holland, K. A. A collaborative project to investigate the effectiveness of the collaborative 2:1 model of clinical placement supervision with undergraduate occupational therapy and physiotherapy students in the northwest region of the NHS: Executive summary. Merseyside: Merseyside Education and Training Consortium and the NHS, 2001.

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National Board for Nursing, Midwifery and Health Visiting for Northern Ireland. Teaching and supervision of student nurses during practice placements. Belfast: National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 1991.

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Curtis, Penelope. What is the evidence that supervising occupational therapy students in groups during placement optimises learning and enhances skills for practice?. Oxford: Oxford Brookes University, 2003.

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Plan for placement and supervision of felony DWI offenders. St. Paul, MN: Minnesota Dept. of Corrections, 2001.

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Birk, Megan. “The right of the state to interfere is unquestioned”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039249.003.0005.

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This chapter examines efforts to remedy the problems with farm placements. It looks at the state boards of charity, visiting agents, and courts as examples of methods used to improve placing out. As the state boards worked to legitimize their expertise and county officials tried to improve the care given to dependent children, work remained to standardize care and encourage placements. State boards recommended a second initiative in addition to better oversight of institutional care to secure more placement homes and supervision for children: hiring state visiting agents to supervise placed-out children. This chapter explores how the two-pronged issue of mistreatment of children in placement homes and the resulting efforts to increase supervision ultimately forced placers and visitors to make a number of proposals, including a return of direct aid and more involvement by the courts. It also considers the rise in paid foster care and how it affected all facets of dependent child care.
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Moore, Leeann Reeves. An organizational grounded theory of the structural and political dynamics of the student teacher placement process. 1998.

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Birk, Megan. Epilogue. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039249.003.0007.

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This epilogue examines how changes in child welfare policy were affected by the decline of the farm home as a symbol of American prosperity, the appropriate levels of work and education for children, the expense of placement, the problems with supervision, and efforts at family preservation. It explains how the decisions made during the Progressive Era to rationalize, study, centralize, and professionalize institutionalization and placement permanently altered the methods of care for dependent children throughout the country. It suggests that the farm placement system changed in part because the farm itself was in transition, and that foster care was also unsuccessful in ways similar to the practice it was purported to replace. Finally, it considers problems with dependent child care policy that persist until today, in which foster children are trapped in a web of bureaucracy that undermines conscientious foster parents from being able to parent.
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Частини книг з теми "Placement supervision"

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Ford, Kathy, and Alan Jones. "Pre-placement Planning." In Student Supervision, 15–31. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18693-8_2.

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Baird, Brian N., and Debra Mollen. "Supervision." In The Internship, Practicum, and Field Placement Handbook, 108–39. Eighth edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351067850-5.

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Lomax, Robert, and Karen Jones. "Making the most of supervision." In Surviving your Social Work Placement, 85–98. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32823-6_6.

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Harris, Tracey. "Supervising Student Placements." In Successful Supervision and Leadership, 207–32. 1 Edition. | New York: Routledge, 2020. |: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429058028-9.

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Davies, Hilary. "Group Supervision in Fieldwork Placements." In Group Work, 98–113. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003202097-8.

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Katz, Laurie, and Judith Green. "Researching the Intersection of Program Supervision and Field Placements: Interactional Ethnographic Telling Cases of Reflexive Decision-Making Process." In A Companion to Research in Teacher Education, 237–51. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_16.

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Spear, Beatrice Sandra, and Robert E. Kretschmer. "The Use of Criteria in Decision Making Regarding the Placement of Hearing Impaired Children." In Leadership and Supervision in Special Services: Promising Ideas and Practices, 107–22. Routledge, 2020. http://dx.doi.org/10.4324/9781315791623-8.

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Nickson, Amanda, Catherine Briscoe, Skye Maconachie, and Michael Brosowski. "A Vietnamese and Australian cross-cultural field placement using community arts to heal and prevent child trafficking." In Social Work Field Education and Supervision Across Asia Pacific, 145–68. Sydney University Press, 2011. http://dx.doi.org/10.2307/j.ctv1sjwpk1.11.

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Farmany, Polona. "Odgovornost za institucionalno pridržane osebe po Zakonu o duševnem zdravju." In Medicina, pravo in družba: sodobne dileme IV, 317–30. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-478-1.19.

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When state (i.e. court) decides on involuntary admission or placement of persons with a mental disorder in institutional care (either in a ward under the special supervision of a psychiatric hospital or in a secure ward of a social care institution, after the hospital treatment finishes), it pursues in particular the protective objective (i.e. protection from endangering the life or health of the person concerned or the life and health of others). However, with the admission of these persons into institutional care comes the duty and responsibility of the state (and its institutions) to provide to the detained persons an appropriate therapeutic treatment, i.e. an appropriate therapeutic environment that will allow these persons to improve their health to such an extent that they will be able to live independently in their social environment.
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Hatfield, Marty Allen. "The Potential of Community Corrections to Reduce Mass Incarceration in the USA." In Global Perspectives on Reforming the Criminal Justice System, 145–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6884-2.ch009.

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Tough-on-crime policies and strategies, such as mandatory minimum and determinate sentencing laws and more severe punishments for juveniles, sex offenders, and drug offenders, have caused a substantial increase in the U.S. incarceration rate. Mass incarceration has generated several negative consequences, including racial bias and disparities, economic and social costs, and prison overcrowding. As such, the use of community corrections programs as an alternative form of sentencing has significantly increased. To effectively reduce crime and recidivism, community corrections programs must 1) utilize a validated risk and needs assessment when determining program placement; 2) provide participants with comprehensive, evidence-based services, including substance abuse and mental health treatment; 3) focus on modifying participants' behavior through treatment goal setting and the use of graduated incentives and sanctions; and 4) strive to hire and retain qualified staff, provide both initial and ongoing training, and monitor treatment staff with regular clinical supervision.
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Тези доповідей конференцій з теми "Placement supervision"

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Gelbutovskiy, Alexander, Peter Cheremisin, Alexander Egorov, Alexander Troshev, and Mikhail Boriskin. "NORM – Contaminated Iodine Production Facilities Decommissioning in Turkmenistan: Experience and Results." In ASME 2013 15th International Conference on Environmental Remediation and Radioactive Waste Management. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icem2013-96177.

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This report summarizes the data, including the cost parameters of the former iodine production facilities decommissioning project in Turkmenistan. Before the closure, these facilities were producing the iodine from the underground mineral water by the methods of charcoal adsorption. Balkanabat iodine and Khazar chemical plants’ sites remediation, transportation and disposal campaigns main results could be seen. The rehabilitated area covers 47.5 thousand square meters. The remediation equipment main characteristics, technical solutions and rehabilitation operations performed are indicated also. The report shows the types of the waste shipping containers, the quantity and nature of the logistics operations. The project waste turnover is about 2 million ton-kilometers. The problems encountered during the remediation of the Khazar chemical plant site are discussed: undetected waste quantities that were discovered during the operational activities required the additional volume of the disposal facility. The additional repository wall superstructure was designed and erected to accommodate this additional waste. There are data on the volume and characteristics of the NORM waste disposed: 60.4 thousand cu.m. of NORM with total activity 1 439 × 109 Bq (38.89 Ci) were disposed at all. This report summarizes the project implementation results, from 2009 to 15.02.2012 (the date of the repository closure and its placement under the controlled supervision), including monitoring results within a year after the repository closure.
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Song, Xin, and Zhi-Yuan Fan. "Inside Information Leakage and Supervision in Private Placements." In International Academic Conference on Frontiers in Social Sciences and Management Innovation (IAFSM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200207.069.

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Alex, Joseph, Barmeshwar Vikramaditya, and Bradley J. Nelson. "A Virtual Reality Teleoperator Interface for Assembly of Hybrid MEMS Prototypes." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/mech-5836.

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Abstract In this paper we describe a teleoperated microassembly workcell that integrates a VRML-based virtual microworld with visual servoing micromanipulation strategies. Java is used to program the VRML-based supervisory interface and to communicate with the microassembly workcell. This provides platform independence and allows remote teleoperation over the Internet. A key aspect of our approach entails the integration of teleoperation and visual servoing strategies. This allows a supervisor to guide the task remotely, while visual servoing strategies compensate for the imprecisely calibrated microworld. Results are presented that demonstrate system performance when a supervisor manipulates a microobject remotely. Though Internet delays impact the dynamic performance of the system, teleoperated relative parts placements with submicron precision is successfully demonstrated.
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Rosyani, Yani, and Amy Yayuk Sri Rahayu. "Analysis of the Planning and Development of Employee Career Paths in the Job Placement for a Supervisor Position in Badan Kepegawaian Negara." In International Conference on Ethics in Governance (ICONEG 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iconeg-16.2017.112.

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Arnø, Mikkel, John-Morten Godhavn, and Ole Morten Aamo. "At-Bit Virtual Neutron Log Estimated from Real-Time Drilling Data." In IADC/SPE International Drilling Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/208713-ms.

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Abstract Neutron log is an important tool for lithology classification. In combination with the density log, it can be used to determine clay content, gas content and shaliness of a lithology. Combined with several logging while drilling (LWD) logs, a precise understanding of subsurface lithology can be achieved. However, logs are mounted some distance behind the bit. A deep neural network (DNN) architecture is used to estimate an at-bit virtual neutron log from drilling parameters. The DNN is trained on historical data from wells on a field operated by Equinor, resulting in a baseline model. Using delayed neutron log measurements, continuously supervising updates to the model is possible during operation. This configuration allows correcting for conditions that are different for every case, such as equipment used, bit wear, friction and well trajectory. The method is validated and tested on separate wellbores, unseen during training. Results are compared between the continuously updating model and the baseline model, where it can be seen that the updating model performs much better. The deviation from measured neutron log is significantly reduced using the updating system compared to the baseline model. Also, plots with true and estimated neutron log reveal that the updating model rapidly adapts to the case-specific conditions of the presented datasets and to a larger extent captures main trends. The system performance indicates that this approach could be used to give preliminary estimates of at-bit neutron, eliminating the delay due to the neutron log tool placement. To the best of our knowledge, a continuously updating system for at-bit neutron log estimation has not been presented before. This kind of approach is believed to increase generalizability, so that the model performs well on a wider range of cases.
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Vo, Huu Duc, and Jean-Yves Trépanier. "Undergraduate Project in Compressor Rig Design, Fabrication and Testing for Complete Engineering Training." In ASME Turbo Expo 2015: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/gt2015-43039.

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An ambitious project in propulsion was introduced as part of the final-year integrator project offerings of the mechanical and aerospace engineering programs at École Polytechnique de Montréal in 2011–2012. It has been running successfully for the past three academic years. The project consists in the design, fabrication and placement into service of a functional instrumented multi-stage compressor test rig, including the compressor, for research in compressor aerodynamics. A team of 15–17 senior-year undergraduate engineering students are given set of design and performance specifications and measurement requirements, an electric motor and drive, a data acquisition system and some measurement probes. They must complete the project in two semesters with a budget on the order of Can$15,000. The compressor is made from rapid prototyping to keep production cost and time reasonable. However, its required rotation speed of 7200 rpm stretches the limits of the plastic material and presents the same structural challenges as industrial compressors running at higher speeds. The students are split into sub-teams according to the required disciplines, namely compressor aerodynamics, general aerodynamics, structures, dynamics, mechanical design and integration, instrumentation and project management. For the initial phase, which covers the first two months, the students receive short seminars from experts in academia and industry in each discipline and use the knowledge from fundamental engineering courses to analytically model the different components to come up with a preliminary design. In the second phase, covering months three through six, the students are trained at commercial simulation tools and use them for detailed analysis to refine and finalize the design. In each of the first two phases, the students present their work in design reviews with a jury made up of engineers from industry and supervising professors. During the final phase, the compressor is built and tested with data acquisition and motor control programs written by the students. Finally, the students present their results with comparison of measured performance with numerical and analytical predictions from the first two phases and hand over their compressor rig with design and test reports as well as a user manual and an assembly/maintenance manual. This complete project allows the students to put into practice virtually all the courses of their undergraduate engineering curriculum while giving them an extensive taste of the rich and intellectually challenging environment of gas turbine and turbomachinery engineering.
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