The plan that follows is a comprehensive one. It recognizes that apprenticeship training begins when a student first registers at a training institution, or signs a Contract of Apprenticeship with an employer, and continues until such time as the apprentice has completed all of the required technical training and has received the required industry experiences necessary to write an interprovincial examination. Passing this examination will result in the apprentice receiving Red Seal Certification which gives the journeyperson national mobility of qualifications. This plan also recognizes the need to provide flexible access to training based on the needs of the employer and the apprentice while at the same time recognizing that the end goal is to complete the requirements for Red Seal Certification.
For 2015-16, the Ministry is continuing to build on its strategic priority to improve OW participation rates and is asking each service delivery site to again commit to improving its OW participation rates using their October 31, 2014 result as a guide. For 2015-16, each site must commit to an increase to their OW participation rate based on how well you achieved against the provincial participation rate. Please see the Service Delivery Options, Services area of the BP template for more details.
• Cash Management for Heavy Duty Trucks • Checklist for IT and DMS Dealer Operations • Choosing and Working With Your CPA • Computer Policies: Eliminating Risks • Conquer Controller’s Biggest Challenges • Create a Powerful and Fully Integrated BDC • Create a Superior Dealership Insurance Program • Dealer/General Manager Planning Calendars • Dealer Survival Checklist (For Dealer’s Eyes Only) • Dealership Transformation High-Performing Business • Design and Execute Your Strategic Plan
According to the Commission on National Education (1959), In-servicetraining is designed to develop leadership skills in administrators and supervisors, to enable the teachers to learn new methods of teaching, to plan a scientific programme of counseling and guidance and to create in teachers the habits of regular study and critical thinking. Sharif (1960) defined In-service education as the programme that refreshes all those techniques, activities and learning experiences which are organized to increase their professional effectiveness.
C-8 Exercises Leadership: Using a service manual or a repair database, students will role play an unhappy automotiveservice customer and an automobile servicetechnician. The service customer will be especially upset by the dollar amount of a repair order for a particular service or repair. The repair technician must justify the dollar amount of the repair to the customer. This exercise must be completed to a score of 70% or better.
The associate of applied science degree in automotive technology, consist of a sequence of courses designed to prepare students for high paying jobs careers in the automotiveservice and repair industry. Students will have the opportunity to develop academic, technical, and professional skills required for job acquisition, retention, and advancement. The demand for highly qualified automotive technicians continues to grow. This program emphasizes a combination of automotive electrical and mechanical theory, and the practical application necessary for successful employment. College level general education courses are included to provide the knowledge, and supplement skills, and understanding necessary for job acquisition, retention, or advancement. Students can choose to pursue careers an automotiveservicetechnician, service writer, service manager, manufacturer’s representatives, or parts managers. Graduates from this program will receive an associate of applied science degree in automotive technology. Students are encouraged to invest in a basic set of automotive professional tools which may be provided and discounted from supporting tool vendors. Gwinnett Technical College General AutomotiveTraining Program meets the Automobile Service Technology training certification program level for the National Automotive Technicians Education Foundation, Inc. /AutomotiveService Excellence (ASE-NATEF). Students may become certified by independently taking the ASE (AutomotiveService Excellence) certification tests administered in eight areas by ACT (American College Testing). This program is only offered full-time during the day. (Program Length: 4 Semesters)
The General ServiceTechnician Program was developed as an option for secondary programs that choose to certify as articulated programs. NATEF Trustees recognized that graduates from a General ServiceTechnician Program would have the opportunity to learn skills valuable for employment immediately upon graduation from high school. In 2006 the General ServiceTechnician Program was expanded to include programs at post-secondary schools. However, the Trustees further recognized that General ServiceTechnician Program graduates should be encouraged to continue their training at an ASE-certified Automobile TechnicianTraining Program (post-secondary). For this reason, articulation is required for all General ServiceTechnician Programs.
It was released formally by the Society of Automotive Engineering (SAE) in 1986, as a standard CAN. In terms of speed, transfer data can take place in a range from 125Kbps to 1Mbps. It is a double wire protocol having CAN high and CAN low (CAN L and CAN H). The key purpose of developing CAN was to attain quicker communication amid the nodes and to diminish Electromagnet Interference (EMI) due to the wiring cables in the vehicle. The properties of this protocol like rapid response and fault tolerance made it prevalent in aerospace, automotive and manufacturing industries.
An equalities checklist has been produced for staff undertaking service reviews and service planning to ensure that diversity and equalities issues are fully addressed. This makes reference to the need to consider all minority ethnic groups, including the Irish. The Department has recently developed a Black and Minority Ethnic Strategy in conjunction with mainstream and BME RSLS operating in the borough. This policy document includes recommendations consistent with BME policy guidance produced by the Housing Corporation. It covers: RSL governance, staff and boards; tenant participation; housing management; BME RSLs; rent levels and investment; Social Housing Grant. Although the strategy does not make specific reference to the Irish community (or to any other particular ethnic group), Irish needs are fully recognised within the definition of “BME”.
ATA is the National peak body of a National network of State and Territory Industry Training Advisory Bodies providing strategic advice and liaison between the industry and Government. The Board of ATA followed a consultative strategy to ensure that industry views and requirements were the basis of the Training Packages. The RS&R sector represents a complex and diverse range of enterprises involved in the repair, servicing, distribution and retail of vehicles. The range of vehicles includes passenger cars, light and heavy commercial vehicles, motor cycles, small boats, agricultural equipment, mining vehicles, outdoor power equipment and bicycles.
Under the arrangements for the DipPS, trainee POs were supernumerary and, in principle if not in practice, their workload was selected simply to meet their learning needs with no requirements that they share in the peaks and pressures of the work of their team. Nonetheless, many DipPS students found the programme rushed with too little time for learning (Davies and Durrance, 2009). The new training arrangements adopt a model more similar to that of the CertHE. Findings from this evaluation suggest that, in the absence of clear policy statements and associated funding arrangements, the provision of workload relief and study time for academic work will rely on the willingness and ability of local middle managers. It is a concern that budget cuts will have an impact on goodwill and creativity, leading to considerable time pressure for students.
improving service quality. West Pasaman Regional General Hospital is a hospital that is always committed to improving the quality of service. This study aims to identify the influence of service excellence training on the motivation of hospital staff in the implementing of service excellence in West Pasaman Hospital. This study uses a quasi-experimental design pre test post test with control group or quasi-experimental research with the pre and post test approach in the control group and intervention involving 22 respondents for the intervention group and 22 respondents for the control group. The results of the study, the presence of influence before and after being given intervention to the motivation of hospital staff in Pasaman Barat Regional General Hospital. The influence before and after being given intervention to the motivation of hospital staff in Lubuk Sikaping Hospital. There is a significant difference in average motivation at Pasaman Barat Hospital between Lubuk Sikaping Regional General Hospital. The monitoring and evaluation section is expected to be able to make a routine schedule for evaluating prime services and report the results of this monitoring and evaluation to related parties.
Studies that examine the effects of short duration SMT on stressful workers are seriously lacking. One reason for this lack is that senior managers in the same organization pre- sume that formal exercise training and SMT programs are time-consuming, expensive and workers cannot spare the time to practice any coping skills. Another reason is that provided by Yung et al. , with given examples in hos- pital setting, that there is the belief that such intervention programs usually require manpower and resources that could be better spent on other patient care than on staff care. However, given the high stress levels reported among automotive workers in previous studies, including those in Malaysia, these reasons are not sufficient to ignore the well-being of automotive assembly workers. Therefore, short duration intervention programs such as SMT are needed for automotive workers in Malaysia.
1 THE PROBLEM AND ITS FORMULATION The design process for a service robot should simultaneously take into account several design criteria since each design parameter affects the whole robot performance. Therefore, the design process can be conveniently conceived as a multi-objective optimization problem in order to consider all the design criteria at the same time. There is wide literature available proposing different numerical algorithms for searching a local optimum solution of multi-objective problems. The simplest approach is to combine all the objective functions in a single objective function by means of weighting factors. The main problem of this approach is that it is very difficult to select the weighting factors properly. Moreover, this approach does not guarantee that each single objective function will be optimized. Another approach is based on choosing the worst- case value at each iteration among all the scalar objective functions for minimizing it in the next iteration, as outlined in  and . In particular, the worst-case value is selected at each iteration as an objective function with maximum value among the N considered objective functions. This approach for solving multi- objective problems with several objective functions and complex tradeoffs among them is known as “minimax method”. The “minimax method” is widely indicated in the literature for many problems, like for example for estimating model parameters by minimizing the maximum difference between model output and design specification, as outlined in . However, this approach might pay attention only to one or a few objective functions if a much higher value with respect to others is assumed. We propose a third approach that is based on the minmax method together with the weighting factors that are used
Teacher education emerged as a part of the high education system in the nineteenth century. Compared with other professions such as law and medicine, obviously, it was very late. According to Hayhoe (2016), the contemporary teacher education began to be integrated in universities in France in the twentieth century. According to Vong (2014), teacher education in the history of Macau has experienced a transition from a “ drifting ” and “ discursive ” mode to a normalized and systematic one. The commence of the integrations of teacher education with high education institutions in this region can be dated back to 1985, when teacher education programs were offered by South China Normal University (SCNU) from China (Vong 2014; Vong and Wong 2010). In 1987, local in-servicetraining programs were offered for primary and pre-primary teachers in University of Eastern Asia, the predecessor of University of Macau (UM), which ob- tained the current name in 1991. In 1989, Faculty of Education (FED) was established in this university and become the first educational faculty in Macau. Since then, a couple of four-year teacher education programs with Bachelor ’ s degree have been of- fered one after another in FED. Currently, there are six pre-service teacher preparation programs in FED, University of Macau, they are: (1) Chinese education of secondary school; (2) English education of secondary school; (3) Mathematics education of sec- ondary school; (4) Integrate science education; (5) Primary education; and (6) Pre- primary education. Besides these pre-service teacher preparation programs, there is the Postgraduate Certificate of Education (PGCE) program. For people who hold Bachelor’s degree but have not received teacher education in their universities, they can be en- rolled in this program. PGCE is recognized by the Education and Youth Affairs Bureau (the top educational administration of Macau SAR, usually called DSEJ in Portuguese) as a teacher license in Macau SAR. Besides FED of University of Macau, other two local higher education institutions also provide teacher education programs, they are: Insti- tute of Macau Polytechnic (specializing in Arts and Physical Education) and St Joseph University (Cheng 2018). However, neither of them provide science related teacher education programs.