Pollution prevention internship program ... project abstracts /

Mode of access: Internet.

Psychology internship program : pre-doctoral and respecialization internships in clinical and counseling psychology accredited by the American Psychological Association.

Cover title: Psychology training program.

Newlands Project, Nevada : hearing before the Subcommittee on Water and Power of the Committee on Energy and Natural Resources, United States Senate, One Hundred Third Congress, first session, on the contemporary needs and management of federal reclamation projects which are operated or overseen by the Secretary of the Interior through the U.S. Bureau of Reclamation.

"April 12, 1994"--Pt. 2.

Educational Objectives and Evaluation of Student's Internship and Practice in Informatics

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Disney's Internship Program: More than Hands-On Experience

The vast majority of hospitality management programs require students to participate in a hands-on work experience, which helps bridge the gap between theory and practice, providing the student with an opportunity to practice the theory learned in the classroom. The Walt Disney World Co. developed, implemented, and operates one of the most successful internship programs in the hospitality industry. It recognizes the need for business practitioners to become more involved in the education of future hospitality managers. The authors summarize the company's program and offer suggestions for other employers looking to give interns more than hands-on experience.

Curricular internship report in medical writing at Blueclinical, Portugal

The contents of this report are a summary of the activities carried out during the 8-month internship as an Associate Medical Writer at Blueclinical Ltd, Matosinhos, Portugal. Mainly my activities were related to medical writing, particularly writing the clinical research protocols, clinical study reports, writing manuscript and preparing poster presentations. In addition to these activities, I also participated in performance of a clinical trial from beginning to end. During the period of its realization, I was able to familiarize myself with all the steps of the Phase I clinical trial.

Internship in arrhythmology

The arrhythmology focuses on the diagnosis and treatment of heart rhythm disorders and their complications, and has undergone a dramatic evolution over the past two decades. The widespread use of catheter ablation, the introduction of implantable cardioverter defibrillators for the prevention of sudden cardiac death and, finally, the development of cardiac resynchronization therapy led to a gradual loss of the impact of antiarrhythmic drugs as a therapeutic approach. This report was performed as a result of an internship performed in Cardiac Physiology with the duration of 400 hours. The main goal of the internship was to strengthen theoretical knowledge and acquire practical experience in the varied fields of arrhythmology, especially in the areas of Cardiac Pacing and Electrophysiology. During the internship were performed 41 electrophysiologic studies, where Atrioventricular Node Reentrant Tachycardia and Atrial Fibrillation were the most observed arrhythmias. New technologies such as three-dimensional mapping for electrophysiology studies are developing quickly and being use on a daily basis, as they prove to have safe and higher success rates. The proof is that in approximately half of the studies, one of the two mapping systems available, Carto or NavX, was used. In addition, were interrogated 283 pacemakers during the pacing clinics, being the dual chamber with DDD pacing mode the most encountered device. A large number of devices with Cardiac Resynchronization Therapy and/or Implantable Cardioverter Defibrillators were also observed. This report is divided into three chapters. Chapter I is constituted by a revision of the literature and includes concepts such as definition and mechanisms of cardiac arrhythmias; a brief description of the varied diagnostic tools and its recommendations; and a presentation of the different therapeutic approaches available and its indications. The second chapter is a descriptive drawing of the activity performed in the modules of Electrophysiology and Pacing. Lastly, the chapter III presents two clinical cases in Electrophysiology considered interesting from a clinical point of view.

Internship in revenue management at Pestana

Dissertação de Mestrado, Economia do Turismo e Desenvolvimento Regional, Faculdade de Economia, Universidade do Algarve, 2016

Developmentof engineering projects supported by BIM technology: internship report

Building Information Modeling (BIM) concept is able to reshape each AEC project and the industry in general, offering a comprehensive collaboration process over a model of structure with regularly actualized and synchronized information. This report presents an overview of BIM with focus on its core concepts, applications in the project life cycle and benefits for project stakeholders through four case studies carried out during the internship in the engineering office NEWTON - Engineering Consultancy Company. The aim of the four cases studies was to cover multidisciplinary and varied projects. The first case study highlights the engineering project’s workflow and presents a comparison of traditional procedures and BIM concepts applied on the rehabilitation of an existing building. In the second and third case study, attention is focused on the goals achieved, particularly by structural engineer, due to the implementation of the mentioned technology on a full-lifecycle BIM project of a small residence and a complex project of residential building in Porto and on its architectural integration. In addition, through the fourth case study, the spatial coordination of Mechanical, Electrical and Plumbing (MEP) systems at a large-scale hotel project has been analyzed and accomplished, highlighting merits of BIM at this project stage. Through a reduction of the space used for facilities and infrastructures and the ability to identify conflicts and to nullify the related costs, its advantage for a complex building was proved.

Student’s Perceptions of the Community Impact of Social Education Degree Internship

Evaluating the impact of an intervention is a very important stage in social educators’ practice, since it allows them to improve the quality of socio-educational projects. The aim of this study is to rethink the internship of the social education degree through students’ perceptions about the impact of their projects in the community. This is a qualitative and exploratory study using documental analysis of 50 internship final reports of a social education degree from a Portuguese polytechnic higher education institution and whose emerging categorical content analysis was performed with NVivo software. The analysis revealed four distinct indicators linked to the project (accomplished objectives, evaluation of activities, sustainability and innovation), the target group (participation, motivation and benefits), the institution (satisfaction of collaborators, improved dynamic, routines and space enhancements), and the students (relational, reflexive and planning skills; satisfaction). It also revealed instruments, feedback, observation, document analysis and case reports as means of verification. The use of indicators related to the project’s objectives, the changes perceived from the benefits in the target-group and in the institution, and the interveners’ level of satisfaction should be noted as positive. Given the inconsistency in the use of formal assessment instruments, the results show the need to strengthen students’ mobilisation of project assessment skills in order to improve the quality of undergraduate education.

Student’s Perception on the Personal Impact of a Social Education Degree Internship

The functional profile of the social educator is based on the development of theoretical, technical and personal/relational skills, which should guide training courses organization. Assuming the shortcomings of a merely theoretical approach, besides a consistent preparation in theoretical and essential technical contents for socio-educational intervention, practice in context should be favoured as an opportunity to develop professional skills, together with a critical reflection on the functional profile. This study emerges from the need to reflect and rethink the internship, as well as how the respective supervision is developed, of the degree in social education at the School of Education of the Polytechnic Institute of Viseu, and it is based on the students’ perceptions about the impact of the internship on personal development. This is a qualitative and exploratory study, using the documentary analysis of 50 final internship reports. From the content analysis, four categories emerged referring to gains in terms of acquiring and managing knowledge, development of technical skills, personal and relational development and reinforcement of professional identity. The importance given to personal and relational development should be noted (41.4% of mentions) taking into account its relevance in constructing a professional identity. Findings on the technical skills and on the increase of profession knowledge, also by mobilising theoretical training, positively reinforce the internship model that is based on a proximity supervision approach and on a dialogical perspective of the professional learning.

A collaborative model for learning and assessment of legal placements

This paper will report on the evaluation of a new undergraduate legal workplace unit, LWB421 Learning in Professional Practice. LWB421 was developed in response to the QUT’s strategic planning and a growing view that work experience is essential to developing the skills that law graduates need in order to be effective legal practitioners (Stuckey, 2007). Work integrated learning provides a context for students to develop their skills, to see the link between theory and practice and support students in making the transition from university to practice (Shirley, 2006). The literature in Australian legal education has given little consideration to the design of legal internship subjects (as distinct from legal clinic programs). Accordingly the design of placement subjects needs to be carefully considered to ensure alignment of learning objectives, learning tasks and assessment. Legal placements offer students the opportunity to develop their professional skills in practice, reflect on their own learning and job performance and take responsibility for their career development and planning. This paper will examine the literature relating to the design of placement subjects, particularly in a legal context. It will propose a collaborative model to facilitate learning and assessment of legal work placement subjects. The basis of the model is a negotiated learning contract between the student, workplace supervisor and academic supervisor. Finally the paper will evaluate the model in the context of LWB421. The evaluation will be based on data from surveys of students and supervisors and focus group sessions.

Teacher leadership : interns crossing to the domain of higher professional learning with mentors?

Over the last two decades, the notion of teacher leadership has emerged as a key concept in both the teaching and leadership literature. While researchers have not reached consensus regarding a definition, there has been some agreement that teacher leadership can operate at both a formal and informal level in schools and that it includes leadership of an instructional, organisational and professional development nature (York-Barr & Duke, 2004). Teacher leadership is a construct that tends not to be applied to pre-service teachers as interns, but is more often connected with the professional role of mentors who collaborate with them as they make the transition to being a beginning teacher. We argue that teacher leadership should be recognised as a professional and career goal during this formative learning phase and that interns should be expected to overtly demonstrate signs, albeit early ones, of leadership in instruction and other professional areas of development. The aim of this paper is to explore the extent to which teacher education interns at one university in Queensland reported on activities that may be deemed to be ‘teacher leadership.’ The research approach used in this study was an examination of 145 reflective reports written in 2008 by final Bachelor of Education (primary) pre-service teachers. These reports recorded the pre-service teachers’ perceptions of their professional learning with a school-based mentor in response to four outcomes of internship that were scaffolded by their mentor or initiated by them. These outcomes formed the bases of our research questions into the professional learning of the interns and included, ‘increased knowledge and capacity to teach within the total world of work as a teacher;’ ‘to work autonomously and interdependently’; to make ‘growth in critical reflectivity’, and the ‘ability to initiate professional development with the mentoring process’. Using the approaches of the constant comparative method of Strauss and Corbin (1998) key categories of experiences emerged. These categories were then identified as belonging to main meta-category labelled as ‘teacher leadership.’ Our research findings revealed that five dimensions of teacher leadership – effective practice in schools; school curriculum work; professional development of colleagues; parent and community involvement; and contributions to the profession – were evident in the written reports by interns. Not surprisingly, the mentor/intern relationship was the main vehicle for enabling the intern to learn about teaching and leadership. The paper concludes with some key implications for developers of preservice education programmes regarding the need for teacher leadership to be part of the discourse of these programmes.

Authentic assessment of work integrated learning

The paper examines how poster presentations can be used to authentically assess student learning during internships. While poster presentations are commonly used for assessment in the sciences, they are an innovative approach to assessment in the humanities. It is argued that posters are one way that universities can overcome the substantial challenges of assessing work integrated learning. The paper evaluates the use of poster presentations for assessment in two internship units at the Queensland University of Technology (QUT)]. The first is a unit in the Faculty of Business where students majoring in advertising, marketing and public relations are placed in a variety of organisations. The second unit is a law unit where students complete placements in government legal offices. The two units adopt different approaches to the poster assessment; the unit in the Faculty of Business is non-graded and the poster assessment task requires students to reflect on their learning during the internship. The law unit is graded and requires students to present on a research topic that relates to their internship. In both units the posters were presented during a poster showcase which was attended by students, workplace supervisors and members of faculty. The paper evaluates the benefits of poster presentations for students, workplace supervisors and faculty and concludes that posters can effectively and authentically assess various learning outcomes in internships in different disciplines.

Internships : effective work integrated learning for law students

Work experience which is integrated into an undergraduate law degree has a vital role to play in assisting law students to develop the skills and attributes they need in order to be effective legal practitioners. Work integrated learning provides a context for students to develop their skills, to see the link between theory and practice and supports students in making the transition from university to practice. The literature in Australian legal education has given little consideration to the design of legal internship subjects (as distinct from legal clinic programs). Accordingly the design of internship subjects needs to be carefully considered to ensure alignment of learning objectives, learning tasks and assessment. This paper will examine the literature relating to internships, particularly in a legal context, and will propose some principles for the design of legal internships. These principles will be considered in light of an evaluation of a newly designed undergraduate legal internship subject.