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Author: Oregon. State Engineer
Publisher:
ISBN:
Category : Drainage
Languages : en
Pages : 326
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Book Description
Author: Oregon. State Engineer
Publisher:
ISBN:
Category : Drainage
Languages : en
Pages : 326
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Book Description
Author: Oregon. State Engineer
Publisher:
ISBN:
Category : Drainage
Languages : en
Pages : 244
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Book Description
Author: Oregon. Division of Community Colleges and Career Education
Publisher:
ISBN:
Category : Education, Cooperative
Languages : en
Pages : 29
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Book Description
Author: Oregon. State Engineer
Publisher:
ISBN:
Category :
Languages : en
Pages : 147
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Book Description
Author: Oregon State Engineer
Publisher: Palala Press
ISBN: 9781357579654
Category :
Languages : en
Pages : 160
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Book Description
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Author: Michael Ray Eslinger
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 104
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Book Description
Cooperative work experience in agricultural education is one form of supervised occupational experience that provides the student in agriculture with practical application of skills and knowledge in one of the many agricultural occupations. Cooperative work experience students are placed with employers in agribusiness service, processing, or in distribution for work experience consistent with their occupational goals. The purpose of this study was to determine the program structure, program involvement, program planning, and use of available resources of agricultural cooperative work experience programs in Oregon high schools by assessing the existing agricultural cooperative work experience programs. Data collected for this study were obtained by sending questionnaires to all ninety Oregon high schools identified as having reimbursable agricultural programs. Completed questionnaires were received from 65 or 72.2 percent of the schools and 41 or 63.1 percent of those schools reported having an agricultural cooperative work experience program. The study revealed that 19 or 46.3 percent of the schools with cooperative work experience programs in agriculture have a plan for selecting their cooperative work experience students. It was also revealed that 23 or 56.1 percent of the schools were using a. planned method of selecting cooperative work experience stations less than 50 percent of the time. Agricultural advisory committees were involved in publicizing and promoting the program in 27 or 65.9 percent of the schools, program evaluation in 26 or 63.4 percent of the schools, and developing and locating cooperative work experience stations in 28 or 68.3 percent of the schools. It was found that 36 or 87.8 percent of the schools have training agreements on each of their cooperative work experience students. Those schools with agricultural cooperative work experience programs indicated that their supervising teachers were spending an average of 3.0 hours per week making an average of 2.8 work experience visits per week during the school year. During the summer they were spending an average of 5.8 hours per week making an average of 6.6 visits per week. Training plans listing the students learning activities were developed for an average of 68.8 percent of the students involved in cooperative work experience. It was found that 36 or 87.8 percent of the schools maintain a cooperative work experience file on each cooperative work experience student that included a record of student progress made after each cooperative work experience visit. A listing of nine recommendations were included.
Author: Shaban M. Ismail
Publisher:
ISBN:
Category : Education, Cooperative
Languages : en
Pages : 254
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Book Description
Author: Roger Leslie Luft
Publisher:
ISBN:
Category : Education, Cooperative
Languages : en
Pages : 242
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Book Description
Author: Theodore W. Kirsch
Publisher:
ISBN:
Category : Education, Cooperative
Languages : en
Pages : 488
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Book Description
The goal of this research was to identify those program elements and their levels of fulfillment in community college cooperative education programs which are essential if the success of an employer's contribution to a student's training is to be reasonably assured. The primary purpose was to determine if statistically significant differences in the perceptions of employers' concerns and expectations existed between the employers and the coordinators who have participated in community college work experience programs. Specifically, the objectives of this study were to: (1) determine, using the Delphi technique, a consensus by experts from business and industry on the identification and delineation of the concerns and expectations an employer might have about continuing company participation; (2) develop a survey questionnaire based on the consensus of the Delphi panel; and (3) determine by the analysis of the questionnaire's recorded data if there were differences among the perceptions of the training sponsors and coordinators regarding their expectation, concern, expectation fulfillment, and concern alleviation. The Procedures The study's instrument was developed by a review of the literature, a consensus of 10 Delphi panelists from business and industry, a pilot test, and a California employer mini-profile and information base. Divided into five categories, the instrument consisted of 51 statements of which each was accompanied by two six-point Likert type scales, ranging from 5.0, very high, to 0.0, none: one, for expectation, and the other, for its level of fulfillment. The sample for the study consisted of 54 randomly selected, participating employers and 59 percent of the post-secondary coordinator population. The respondents were selected from lists supplied by the program directors of eight of 13 community colleges which offered their students 15 or more separate cooperative work experience programs. The t statistic was used to determine contrasts among the mean scores of the two groups of respondents for each program element at the .05 level. Boole's inequality was also utilized to provide a refined estimate of the significance probability for each of the study's four null hypothesis tests. Thus, these probabilities evolved from not just the degrees of freedom but also the questionnaire's number of statements. In each category, the Spearman rho rank-difference coefficient was used to identify relationships between the ranking of the program elements by both groups. The hypothesis tests for zero correlation were conducted at the .05 level. Selected Findings and Conclusions The results of the t tests indicated that substantial differences existed among Oregon's training sponsors and coordinators regarding their perceptions of concern, expectation, and expectation fulfillment. Furthermore, each of the program elements evidenced significant concern. In concern alleviation, however, the responses of both groups were generally alike. Only three elements were found which indicated a significant difference between the groups in the effort required to eliminate concern. A ranking of the program elements in each of the five categories by their highest and lowest mean expectation scores showed that the training sponsors and coordinators scored 17 elements above 4.0 and 27 elements between 3.5 and 4.0. The hypothesis tests for zero correlation indicated a significant relationship for the elements of program planning. However, no other relationships were found in the four remaining categories of elements. The program element which was judged highest in expectation by both groups of respondents stated that both suitable academic experience and practical work experience are necessary to develop a well-rounded student who is prepared for employment. The element which was scored as least beneficial by the training sponsors stated that training sponsors and their companies should receive recognition for their participation in work experience programs.
Author: Saul Greenberg
Publisher:
ISBN:
Category : Computers
Languages : en
Pages : 512
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Book Description
Based upon the International Journal of Man-Machine Studies special editions published in February and March of 1991, Saul Greenberg's book will provide the novice with insight into the field of computer-supported cooperative work and groupware. It will also inform the active computer-supported cooperative work researcher of several new projects and perspectives. With an exhaustive bibliography, this will be an essential book for researchers in human-computer interaction and artificial intelligence, expert systems builders, and user interface designers.
