How to optimize the use of available OCW resources?

Como optimizar el uso de los recursos disponibles

Relevance of Higher Education. How to measure it? The case of masters of engineering in Peru

Existing evaluation models for higher education have, mainly, accreditation purposes, and evaluate the efficiency of training programs, that is to say, the degree of suitability between the educational results and the objectives of the program. However, it is not guaranteed that those objectives adequate to the needs and real interests of students and stakeholders, that is to say, they do not assess the relevance of the programs, a very important aspect in developing countries. From the review of experiences, this paper proposes a model for evaluating the relevance of engineering masters program, and applies it to the case of a master?s degree at the University of Piura, Peru. We conclude that the proposed model is applicable to other masters program, offers an objective way for determining is a training program keep being relevant, and identifies improvement opportunities

How to make sweet potato flour, starch, sugar, bread and mock cocoanut /

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How to write a wrong : complain effectively and get results /

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How to grow the tomato : and 115 ways to prepare it for the table /

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How to grow the peanut : and 105 ways of preparing it for human consumption /

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How to save truck fuel.

Mode of access: Internet.

Még egyszer a motivációról, avagy "Hogyan ösztönözzük alkalmazottainkat itt és most?" (Once again on the motivation or "how to motivate our employees here and now?")

A szerzők a Budapesti Corvinus Egyetem Vezetéstudományi Intézetében számos vezetőképző program, posztgraduális kurzus és mesterképzés hallgatóinak részvételével végeztek feltáró jellegű kutatásokat a munkahelyi motiváció elméletének és gyakorlatának témájában. A résztvevők saját élményeikből és tapasztalataikból kiindulva sorolták be a megélt eseteket a herzbergi kategóriákba. Ezek alapjában véve megerősítették Herzberg motivátorokról és higiénés tényezőkről alkotott elképzeléseit. Nem egyértelmű ugyanakkor, hogy kikre is érvényesek Herzberg tézisei. Az eddigi mintákba ugyanis általában azok kerültek, akik vagy már vezető pozíciókban voltak, vagy erre készültek, azaz alapvetően a „vezetői motivációkkal” bíró emberek motivációs, illetve higiénés tényezőire kaptak eddig rálátást. De vajon mi a helyzet azokkal, akik a szervezeti hierarchia más szintjein helyezkednek el? Elméleti és gyakorlati szempontból egyaránt releváns kérdés, hogy az eredeti elmélet érvényességét hogyan lehetne kimondottan beosztottakon megvizsgálni, itt és most? A szerzők írásukban ezekre a kérdésekre keresik a választ: az eredeti modellt egy kérdőíves és interjús módszertanra épülő kutatás eredményein értelmezik (illetve értelmezik újra) és igyekeznek pontosítani Herzberg elméletének mai mondanivalóit. / === / The authors have created exploratory researches in the theory and practice of the workplace motivation with the participation of mba, postgraduate and master students in the institute of management of corvinus university of budapest. The participants were classified their lived cases into categories of Herzberg starting from own experiences. These basically confirmed Herzberg’s visions from motivators and hygiene factors. In this study the authors search motivations of employees based on Herzberg’s categories. The original model is interpreted the results of a questionnaire and an interview-based methodology, and the authors try to clarify the contemporary meanings of Herzberg’s theory.

Professional Practice in Learning and Development: How to Design and Deliver Plans for the Workplace

Introduction The world is changing! It is volatile, uncertain, complex and ambiguous. As cliché as it may sound the evidence of such dynamism in the external environment is growing. Business-as-usual is more of the exception than the norm. Organizational change is the rule; be it to accommodate and adapt to change, or instigate and lead change. A constantly changing environment is a situation that all organizations have to live with. What makes some organizations however, able to thrive better than others? Many scholars and practitioners believe that this is due to the ability to learn. Therefore, this book on developing Learning and Development (L&D) professionals is timely as it explores and discusses trends and practices that impact organizations, the workforce and L&D professionals. Being able to learn and develop effectively is the cornerstone of motivation as it helps to address people’s need to be competent and to be autonomous (Deci & Ryan, 2002; Loon & Casimir, 2008; Ryan & Deci, 2000). L&D stimulates and empowers people to perform. Organizations that are better at learning at all levels; the individual, group and organizational level, will always have a better chance of surviving and performing. Given the new reality of a dynamic external environment and constant change, L&D professionals now play an even more important role in their organizations than ever before. However, L&D professionals themselves are not immune to the turbulent changes as their practices are also impacted. Therefore, the challenges that L&D professionals face are two-pronged. Firstly, in relation to helping and supporting their organization and its workforce in adapting to the change, whilst, secondly developing themselves effectively and efficiently so that they are able to be one-step ahead of the workforce that they are meant to help develop. These challenges are recognised by the CIPD, as they recently launched their new L&D qualification that has served as an inspiration for this book. L&D plays a crucial role at both strategic (e.g. organizational capability) and operational (e.g. delivery of training) levels. L&D professionals have moved from being reactive (e.g. following up action after performance appraisals) to being more proactive (e.g. shaping capability). L&D is increasingly viewed as a driver for organizational performance. The CIPD (2014) suggest that L&D is increasingly expected to not only take more responsibility but also accountability for building both individual and organizational knowledge and capability, and to nurture an organizational culture that prizes learning and development. This book is for L&D professionals. Nonetheless, it is also suited for those studying Human Resource Development HRD at intermediate level. The term ‘Human Resource Development’ (HRD) is more common in academia, and is largely synonymous with L&D (Stewart & Sambrook, 2012) Stewart (1998) defined HRD as ‘the practice of HRD is constituted by the deliberate, purposive and active interventions in the natural learning process. Such interventions can take many forms, most capable of categorising as education or training or development’ (p. 9). In fact, many parts of this book (e.g. Chapters 5 and 7) are appropriate for anyone who is involved in training and development. This may include a variety of individuals within the L&D community, such as line managers, professional trainers, training solutions vendors, instructional designers, external consultants and mentors (Mayo, 2004). The CIPD (2014) goes further as they argue that the role of L&D is broad and plays a significant role in Organizational Development (OD) and Talent Management (TM), as well as in Human Resource Management (HRM) in general. OD, TM, HRM and L&D are symbiotic in enabling the ‘people management function’ to provide organizations with the capabilities that they need.

How to study and teach the Bible /

"The Sunday School Publishing Board of the National Baptist Convention, U.S.A., is sending this book as the official teacher training manual for Negro Baptist Sunday Schools of America ...": Publisher's note (p. 6).

How to Efficiently Control the Title and Registration Mail-in Workload Backlog Processing

The Titles and Registration Mail-In Unit of the Department of Motor Vehicles only processes title and registration work that has been mailed in. During the time periods of May through June and November through January, the mail workload backlog becomes overbearing. This research will attempt to find out the cause of this increase backlog during those periods, determine what procedures or steps are currently in place and unnecessarily creating needless work that has a direct correlation with the backlog and deploy a recommendation that will totally eliminate peak time backlog work loads.

How to Achieve Professional Skills in Higher Education?

During the last decade, higher education has tried to focus education on the achievement of professional skills. It is interesting to see how the learning strategies implemented may facilitate or make more difficult the achievement of competencies. By dealing with the challenge of a competency-based education approach, higher education points out the need of knowing how to build such competencies, i.e. how to design a learning strategy. Not much importance has been given to this issue, probably because the competencies can be confused with abilities, skills and attitudes and, therefore, the model can be associated to in- or out-of-classroom activities without a strategy to articulate the knowledge acquired with the cultural, social and economic contexts of the community and labor spheres, i.e., as a whole (Tobón, 2005). This paper analyzes the epistemological development of the competency-based approach in higher education, focusing on the implementation of professional competencies in the Sociology degree “Licenciatura en Sociología”, in two campuses of the Universidad Autónoma de Baja California: Ensenada and Mexicali. This paper describes how competencies are built and explores different theoretical trends, their conceptualization and formation, based on in-depth interviews applied to students and teachers. It provides a mixed study to understand, based on the student’s point of view, the achievements of this study program in terms of professional competencies.

[access To Information About How To Prevent Oral Problems Among School Children In The Public School Network].

The scope of this study is to identify the prevalence of access to information about how to prevent oral problems among schoolchildren in the public school network, as well as the factors associated with such access. This is a cross-sectional and analytical study conducted among 12-year-old schoolchildren in a Brazilian municipality with a large population. The examinations were performed by 24 trained dentists and calibrated with the aid of 24 recorders. Data collection occurred in 36 public schools selected from the 89 public schools of the city. Descriptive, univariate and multiple analyses were conducted. Of the 2510 schoolchildren included in the study, 2211 reported having received information about how to prevent oral problems. Access to such information was greater among those who used private dental services; and lower among those who used the service for treatment, who evaluated the service as regular or bad/awful. The latter use toothbrush only or toothbrush and tongue scrubbing as a means of oral hygiene and who reported not being satisfied with the appearance of their teeth. The conclusion drawn is that the majority of schoolchildren had access to information about how to prevent oral problems, though access was associated with the characteristics of health services, health behavior and outcomes.

Artificial Gait In Complete Spinal Cord Injured Subjects: How To Assess Clinical Performance.

Objective Adapt the 6 minutes walking test (6MWT) to artificial gait in complete spinal cord injured (SCI) patients aided by neuromuscular electrical stimulation. Method Nine male individuals with paraplegia (AIS A) participated in this study. Lesion levels varied between T4 and T12 and time post injured from 4 to 13 years. Patients performed 6MWT 1 and 6MWT 2. They used neuromuscular electrical stimulation, and were aided by a walker. The differences between two 6MWT were assessed by using a paired t test. Multiple r-squared was also calculated. Results The 6MWT 1 and 6MWT 2 were not statistically different for heart rate, distance, mean speed and blood pressure. Multiple r-squared (r2 = 0.96) explained 96% of the variation in the distance walked. Conclusion The use of 6MWT in artificial gait towards assessing exercise walking capacity is reproducible and easy to apply. It can be used to assess SCI artificial gait clinical performance.

Gluttonous predators: how to estimate prey size when there are too many prey

Prey size is an important factor in food consumption. In studies of feeding ecology, prey items are usually measured individually using calipers or ocular micrometers. Among amphibians and reptiles, there are species that feed on large numbers of small prey items (e.g. ants, termites). This high intake makes it difficult to estimate prey size consumed by these animals. We addressed this problem by developing and evaluating a procedure for subsampling the stomach contents of such predators in order to estimate prey size. Specifically, we developed a protocol based on a bootstrap procedure to obtain a subsample with a precision error of at the most 5%, with a confidence level of at least 95%. This guideline should reduce the sampling effort and facilitate future studies on the feeding habits of amphibians and reptiles, and also provide a means of obtaining precise estimates of prey size.