Relevant bibliographies by topics / Career Placement

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Career Placement'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Career Placement"

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De Hollander, Catherine, Teneale McGuckin, Kelly Sinclair, Fiona Barnett, and Rebecca Sealey. "Front loading the curriculum: early placement experiences enhance career awareness and motivation." Student Success 9, no. 2 (2018): 39–47. http://dx.doi.org/10.5204/ssj.v9i2.419.

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Deciding which career path is right for undergraduate students can be challenging and positive outcomes are linked to early work placements. The aim of the current study was to explore the student experience following the introduction of early career-based awareness-raising and reflective learning opportunities in first-year sport and exercise science-based students. Students met with the first-year coordinator to discuss career progression and career aspirations. From this meeting, students were allocated a placement. Following the placement visit, students submitted a reflection piece addressing their experiences at the placement site with six themes identified including: 1) positive experience; 2) degree selection; 3) exposure and reinforcement of practices; 4) career awareness; 5) supervisor impact; and 6) negative experience. The provision of early placement for students in an observational capacity appears to be beneficial to first year experience to assist in consolidating their choice of degree.
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Joiner, Adam B., Shamsa Mahmood, Samuel P. Dearman, and Sarah Maddicott. "Foundation trainees and changes in career intentions." Australasian Psychiatry 26, no. 1 (2017): 98–101. http://dx.doi.org/10.1177/1039856217737882.

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Objectives: To understand whether foundation trainees change their career intentions during psychiatry placements and explore what factors influence such changes. Methods: Over a two-year period, foundation trainees completed questionnaires at the beginning, middle and end of their four-month placement. There were two questions, the first as to how likely they were to pursue a career in psychiatry and the second openly asked them to elaborate on their reasons. Results: Twenty-one out of 41 eligible trainees returned all three questionnaires. The number of trainees ‘highly likely’ to choose psychiatry increased over the four-month period, from 4.5% to 19%. The number of trainees ‘highly unlikely’ to choose psychiatry decreased, from 27.3% to 9.5%. An increasingly positive intention towards a psychiatry career appeared to relate to enjoyment of the placement and the quality of supervision. The most common reason for not choosing psychiatry was a pre-existing interest in another specialty. Conclusions: Undertaking a psychiatry placement during the foundation programme continues to increase the likelihood of a positive attitude towards psychiatry as a career. The findings of our study suggest good practice in providing foundation placements in psychiatry includes identifying medical school experience, enjoyment, quality weekly supervision and mindful experiential design of placements.
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Gavin, James P., and Ian Coleman. "Placement experience and learning motivations in higher education." Journal of Applied Research in Higher Education 8, no. 3 (2016): 302–15. http://dx.doi.org/10.1108/jarhe-11-2014-0105.

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Purpose – Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach – A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings – Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value – Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.
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Cheema, F., J. Leuvennink, C. Ee, J. Macklin, and J. Graham. "How medical student placements at a psychiatry hospital can be utilised to make psychiatry a popular career choice." European Psychiatry 26, S2 (2011): 1707. http://dx.doi.org/10.1016/s0924-9338(11)73411-3.

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It is perceived that negative attitudes towards mental illness in undergraduate medical students can impact student's decision in choosing psychiatry as a medical career. Improvement in psychiatry placements for undergraduate medical students can result in changing student's attitude towards psychiatry as a career choice. We demonstrate how students’ placements from various medical schools at a major psychiatric hospital contributed towards enhancing student's interest towards psychiatry. Medical students who had their placement over the last one year were contacted for an anonymised student perspective survey.While majority of students did not have psychiatry as their potential career choice before they started their placements more than two third rated psychiatry as a potential career choice based on their experience from the placements. This encouraged us to improve the placement standards based on student's perspective. Students suggested that more use of medical training in psychiatry, improvement in teaching and placement standards and more psychiatry placements before specialised training can contribute towards making psychiatry as one of the popular career choices. Student's preferred interactive teaching sessions including case based discussions and informal teaching sessions during ward rounds and clinics. Overall students found their placements helpful but more so to perform well in their examinations as compared to coverage of full psychiatry curriculum.It is planned to conduct the survey again after necessary changes based on student's perspective to evaluate whether further improvement in placements can continue in contributing towards increasing medical recruitment in psychiatry.
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Priyanga, K., and M. Nancy. "Career Ability Placement Survey for High School Students." Shanlax International Journal of Education 7, no. 3 (2019): 26–33. http://dx.doi.org/10.34293/education.v7i3.427.

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Background: A job is undertaken for a particular period of an individual’s life and with chances for progress. The constructive way to know about the individual’s inner strength. Career ability for high school students is essential to identify their capabilities in different career choices and choose the appropriate one, which helps in reaching great heights. Career ability placement survey helps in identifying the propensity of the students using seven different potentialities which would help in performing better based on their abilities, which would minimise the failures.Aim: The present study aimed is to find out career abilities among the high school students and plan for their future. Methods: Career ability placement survey was developed by Lila Knapp, Robert R Knapp, and Lisa Knapp –Lee. This questionnaire is used to assess the career abilities of individuals using seven different dimensions. The scale was administered to 55 high school students based on stratified random sampling. Results: No significant difference between the career abilities among males and females. Conclusion: Both males and females have the expertise in spatial relations were they can visualise in three dimensions and can perform well in jobs related in spatial intelligence, and both have the least capacity in language usage where they cannot deliver well in careers related to oral and written communication.
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Mokher, Christine G., James E. Rosenbaum, Alexis Gable, Caitlin Ahearn, and Louis Jacobson. "Ready for what? Confusion around college and career readiness." Phi Delta Kappan 100, no. 4 (2018): 40–43. http://dx.doi.org/10.1177/0031721718815672.

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Florida’s College and Career Readiness Initiative (FCCRI) required schools to administer a community college placement test to 11th-grade students and enroll students who did not pass in a college readiness course. Christine Mokher, James Rosenbaum, Alexis Gable, Caitlin Ahearn, and Louis Jacobson surveyed teachers of the course and found that, from their perspective, the initiative overemphasized preparation for college degree programs and provided few options for lower-performing students. The use of the college placement test effectively conflated college and career readiness, leaving work-bound students unmotivated and discouraged. The authors recommend broadening the definition of readiness to include both college and careers and to raise the profile of certificate programs that could lead to well-paid careers without requiring a placement test.
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Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.

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The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
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Rahmaniah, Ayu. "Kontribusi Layanan Informasi dan Layanan Penempatan/Penyaluran terhadap Perencanaan Karier Siswa." Jurnal Konseling dan Pendidikan 1, no. 3 (2013): 43. http://dx.doi.org/10.29210/111100.

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Planning a career in high school students can be developed with the implementation of services appropriate to their talents, interests and personal circumstances. This study aims to describe the contribution of information about career services and career placement services to the distribution of students' career planning is. This study includes a descriptive study, with a quantitative approach. Population were students of SMA Negeri 16 Padang class XI Academic Year 2012/2013 (243), with a total sample of 151 people, selected by simple random sampling technique. The instrument used was a questionnaire enclosed with the model using a Likert scale. The findings of the study is information about career services and placement services distribution contribute to the achievement levels of students are planning careers in the high category, it can be seen from the attitude toward career planning, career exploration attitudes, career decision making and understanding of information about the world of work.
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Mueller, Daniel J. "Career Orientation Placement and Evaluation Survey." Measurement and Evaluation in Counseling and Development 18, no. 3 (1985): 132–34. http://dx.doi.org/10.1080/07481756.1985.12022802.

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Isaac, Vivian, Craig S. McLachlan, Lucie Walters, and Jennene Greenhill. "Screening for burn-out in Australian medical students undertaking a rural clinical placement." BMJ Open 9, no. 7 (2019): e029029. http://dx.doi.org/10.1136/bmjopen-2019-029029.

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ObjectiveTo investigate Australian medical student burn-out during rural clinical placement. Second, to examine the association between perceived burn-out and rural career intent at the time of finishing their rural placement.Design, settings and participantsThe 2016 Federation of Rural Australian Medical Educators evaluation survey is a cross-sectional study of medical students from 17 Australian universities. Specifically, those medical students who completed a full academic year or more at a Rural Clinical School (RCS). Responses from 638 medical students from regional Australia were analysed in the study of all eligible 756 medical students (response rate 84.3%).Primary and secondary outcome measuresThe primary objective was to determine self-reported burn-out (emotional exhaustion) in rural placements for medical students. Secondary outcome measures were designed to explore interactions with rural practice self-efficacy and rural intentions. Logistic regression models explored factors associated with burn-out.Results26.5% of students reported experiencing burn-out during a rural placement. Factors associated with burn-out were female gender, rural origin, low preference for RCS, stress in the year prior to a rural clinical placement, perceived social isolation during rural placement and lower rural practice self-efficacy. Burn-out was not associated with rural career intentions. Social isolation and low rural self-efficacy were independently associated with burn-out during rural placement and together explained 10% of variance in burn-out (Model Nagelkerke R2=0.23).ConclusionBurn-out during rural placement may be a consequence of stress prior to a medical school placement. Social isolation and rural self-efficacy are amendable factors to mitigate medical student burn-out during rural placements.
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Dissertations / Theses on the topic "Career Placement"

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Moss, Roy Allen. "The Impact of Secondary Career and Technical Education on Postsecondary Career and Educational Placement." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125130.

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<p>The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the <i>t</i>-test indicated there was no significant difference (at <i>p</i> &lt; .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students. </p>
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Carter, Oscar E. "Transformational leadership and its correlation to the effective placement of completers of area career centers in the State of Missouri." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5512.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.
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Anderson, Dulcy 1970. "Career ladders and work pathways : organizational shifts toward job-placement programs in Boston." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/62949.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, June 2000.<br>Includes bibliographical references (p. 76-79).<br>Federal welfare-to-work legislation (the Personal Responsibility and Work Opportunity Act of 1996 and related federal grants) and the anticipation of the consolidation of job training programs through the Workforce Investment Act of 1998 have created new relationships amongst local government, for-profit and non-profit sectors. Related shifts toward work-oriented programs in public housing (through the Quality Housing and Work Responsibility Act of 1998) and facilitation of work for those with disabilities (through the Ticket to Work and Work Incentives Improvement Act of 1999) are also involved in this transition. Together, the new public/private mix is expanding "job readiness" services, childcare, private-sector involvement in training of the low-wage labor force, and coordination of welfare, unemployment and reemployment initiatives. The reconfiguration also seems to be fundamentally bluffing the boundaries between traditionally male-based job training and unemployment insurance and traditionally female-based aid for families and related services. In addition to a blurring of the boundaries between male and female systems of aid, there seems at times to be an implicit recognition of the blurred boundaries between the working-poor and welfare recipients. This paper explores the work of several organizations in Boston that have received Department of Labor (F/S) Welfare-to-Work grants. While the Welfare-to- Work grants are a time-limited source of funding (established in 1998 and scheduled to end in FY2001), they have served as a catalyst for organizational changes in ways that seem likely to be lasting and they seem to be paradigmatic of the sort of incentives and programs that are coming out of combined Health and Human Services and Department of Labor programming that seek to employ "hard-to-place" populations. By considering organizations that have received this funding and their relationships to city and state agencies, the for-profit sector, and other organizations in the not-for-profit sector, this paper creates a "map" of some of the important public and private institutions involved in the welfare-to-work transition in Boston. It also suggests the impacts of legislative changes on the evolving trajectories of individual organizations.<br>by Dulcy Anderson.<br>M.C.P.
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Pearl, Kristine H. "What educational outcomes influence placement in college, career, or both?| A school system analysis." Thesis, Frostburg State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10168406.

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<p> All students should leave high school equipped with the academic and technical skills necessary to pursue higher education and/or a career. In a changing world, this now means that workforce readiness now demands the same high level of knowledge and skills needed for those who plan to pursue a post-secondary education. While Career and Technical Education (CTE) plays a critical role in accomplishing this goal, it is not always included in the college and career ready conversation. The purpose of this study was to determine what educational outcomes influence student placement in college, career, or both at 12 and 24 months after graduation and what can be learned by examining patterns of those outcomes that will advance current knowledge relative to placement in college or career.</p><p> The research study used ex post facto data in a quantitative non-experimental correlational research design to retrospectively examine placement at 12 and 24 months after high school graduation to determine which educational variables (independent variables) most significantly influenced placement (dependent) in college and career or both. The sample included 6,145 graduates from a Maryland school system. Data analysis included Chi-Square with Cramer&rsquo;s V and Chi-Square Automatic Interaction Detection (CHAID).</p><p> The key finding indicated that participation in Advanced Placement (AP) college level courses while in high school, was the most significant predictor of placement at 12 and 24 months after graduation indicating that continued exposure to college level courses throughout a student&rsquo;s high school experience can overcome performance on standardized tests intended to determine college and career readiness. The study also confirmed that a significant number of students who selected traditional career pathways also pursued college. This speaks to the importance of preparation for both college and career no matter what industry the student intends to pursue.</p>
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Scism, Darby Claire. "An analysis of job placement variables of foreign national Master of Business Administration (MBA) students." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/2565.

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Foreign national (international) students studying business at universities in the United States gain a valuable education, but they have a very difficult time finding work in the U.S because of a variety of cultural, communication, and employment visa issues. Campus career centers need to address the unique needs and concerns of their international student population in order to most effectively assist this select group in their job search. The purpose of this study was to examine the job placement variables of international students graduating from MBA programs across the United States in the 2001 class. A thorough review of the literature summarized the adjustment challenges facing international students, career services, and the job search challenges for international MBA students in particular. Data from 2570 international MBA students were examined to see whether there were differences in post-graduation jobs based on the students?? country of origin, years of work experience prior to the MBA program, and undergraduate major. The dependent variables examined were the base salary of the post-MBA job, the amount of signing bonus, the functional area of the student??s employment, the industry of the employer, and the geographic location of the new job. This study found that students from the North American region earned slightly higher salaries than students from Asia, and that European, North American and South American students received slightly higher signing bonuses than Asian students. The international students entered into similar functions and industries regardless of their country of origin. The majority of students, regardless of country of origin, stayed in the U.S. for employment. There was a direct correlation found between the number of years of prior work experience and the base salary of the student. Students with an undergraduate major in technology earned slightly higher salaries and signing bonuses. The results of this study will assist MBA career services professionals in how they counsel their international students in the job search and salary negotiations. The results may also assist MBA admissions professionals in deciding who to admit to their programs, as placement results are important measures of an MBA program??s success.
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Greene, Anthony D. "High School Vocational Program Tracking: Race-Ethnic Variations in Placement and Consequences for Academic and Career Outcomes." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/188.

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Data from the National Educational Longitudinal Study (NELS: 88) are used to examine differential student placement and to assess the independent effects of race on academic tracking within the vocational program. The study examines how the structure of tracking within the vocational program shapes both academic achievement outcomes and career opportunities among high school students. Student's placement in the vocational program is argued to function as a unique track program that disadvantage students academically, particularly students of color. Racial-ethnic minority students are disproportionately placed into lower level academic courses and programs including vocational education. Once so placed, their subsequent enrollment patterns in specific vocational courses may have varying effects on academic and career outcomes. Few studies have attempted to disaggregate how students are further tracked once they are placed into broad high school curriculum tracks. This study analyzes the specific variations in patterns of race-ethnic student placement within vocational programs and examines the consequences of such placement for academic achievement and career attainment outcomes. Findings reveal that several racial-ethnic variations are associated with the tracking processes within the vocational program and subsequent student academic and career outcomes. Race-ethnicity most often was negatively associated with performance on standardized achievement tests and enrollment into low vocational tracks, primarily among males. There were noteworthy gender differences in the assignment within vocational tracks, academic success, and eventual employment status and occupational placement.
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Schalk, Jaclyn. "The Academic and Co-Curricular Factors That Predict Full-Time Job Placement and Starting Salary Upon Graduation for College of Business Students." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371221438.

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Charoensri, Pijarn. "Technology Infusion in Career Services at U.S. Institutions of Higher Education in the Southwest." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278087/.

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The purpose of this study was to examine the use of computer and communications technologies at four-year public/private college and university career centers that are members of the Southwest Association of Colleges and Employers (SWACE). The findings of this study reveal that (a) all career centers are now using computer and telecommunications technologies for at least one office function; (b) small institutions do not use technologies as much as large institutions because they have fewer financial resources, less technical support from institutions, fewer personnel, and they also need time to learn to use technologies effectively; (c) public career centers are more willing to explore new technologies but private career centers mostly adopt and implement proven technologies; (d) career education does not utilize technologies as much as career counseling or job placement functions; (e) lack of financial resources and lack of technical support are major barriers to a technological infusion; and (f) technologies, including electronic student databases, computerized presentations with the network connection, and OCR scanners, will be needed in the near future.
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Williams, Courtney D. "Green Jobs Training and Placement: A Case Study of the Oakland, California, Green Jobs Corps." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299617808.

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Jones, Eric K. "An investigation of the effectiveness of a linear video in informing Kutztown University students of job-search resources and strategies in a career placement office." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1995. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1995.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2711. Typescript. Abstract appears on leaves 2-3. Includes bibliographical references (leaves 65-67).
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Books on the topic "Career Placement"

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Knapp, Lila. CAPS, career ability placement survey: Technical manual. Edits, 1992.

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Shingleton, John D. Dynamics of placement: How to develop a successful career planning & placement program. CPC Foundation, 1985.

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R, Rayman Jack, and Garis Jeffrey, eds. Handbook for the college and university career center. Greenwood Press, 1993.

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Neagu, Ileana Cristina. Career placement of skilled migrants in the U.S. labor market: A dynamic approach. World Bank, 2009.

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Lenz, Janet G., 1953- author, Garis Jeffrey author, and National Career Development Association (U.S.), eds. Employer relations and recruitment: An essential part of postsecondary career services. National Career Development Association, 2013.

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How to survive and maybe even love health professions school: Retention and career placement guide. F.A. Davis Co., 2011.

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Understanding adolescents and young adults with learning disabilities: A focus on employability and career placement : a guide for rehabilitation counselors. C.C. Thomas, 1988.

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Boffo, Vanna, and Monica Fedeli, eds. Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.

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The book is the final report of the researches, discussions, conversations around and about the Project PRIN Employability &amp; Competences which took place on March 9th-­&amp;#8208;11th, 2017 within an International Conference at the University of Florence. It was the final event of the project PRIN2012LATR9N which aims were: «to design innovative programs for higher education, to promote personalized and learner-centered teaching and learning, to build on job competencies, to value talents to create new work opportunities, to support young adults during their employment emergency, as a response to socio economic crisis and as a citizenship action». The research activities concerned the main phases of the students’ academic life: career guidance upon entry, personalized teaching, career calling, professional vocation, profession building activities such as internships and work related experiences, and lastly job placement.
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Boffo, Vanna, Sabina Falconi, and Tamara Zappaterra, eds. Per una formazione al lavoro. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-304-5.

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The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relationship between disability and job placement. As well as proposing an interdisciplinary and multifaceted reflection on a definitely innovative topic, the intention is to emphasize the central place of work in the lives of all people and the role that suitable education and training plays in constructing the adult identity. Care for the place where the job training is carried out, as well as attention to the relationships and actions pursued by the workers undertaking to develop job placement programmes, are central dimensions for the construction of a renewed culture of inclusion, citizenship and social and personal recognition.
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Cross, Malcolm. Ethnic minorities and the careers service: An investigation into processes of assessment and placement. Department of Employment, 1990.

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Book chapters on the topic "Career Placement"

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Athanasou, James A. "Job Placement." In Promoting Career Development after Personal Injury. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-836-5_10.

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de la Fuente-Mella, Hanns, Cecilia Gallegos Muñoz, Estela Rodríguez Quezada, Camila Inostroza Ocares, and Mariana Lagos Pérez. "Probabilistic Models of Job Placement and Positioning for Students with a Career in Chile." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50791-6_66.

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Arora, Raj, and Richard Hartman. "Focus Group Research: A Qualitative Research Tool to Assess the Strengths and Weaknesses of a Career Planning and Placement Center." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17317-7_29.

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Trust, Marc D., and Pedro G. R. Teixeira. "Central Line Placement." In Surgical Critical Care Therapy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71712-8_65.

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Lavillegrand, Jean-Rémi, Georges Offenstadt, Eric Maury, Bertrand Guidet, and Arnaud Galbois. "Colorimetric and Placement." In Diet and Nutrition in Critical Care. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-8503-2_8-1.

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Voeller, Lauren Dobay, Asha Avirachen, and David K. Kung. "External Ventricular Drain Placement." In Interventional Critical Care. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64661-5_25.

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Thomas, Nigel. "Placement and contact." In Social Work with Young People in Care. Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21130-8_7.

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Biswas, Subarna, Katharina Pellegrin, and Bradley Allen. "Pulmonary Artery Catheter Placement." In Atlas of Critical Care Procedures. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78367-3_14.

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Nyberg, Sue M., Daniel J. Bequillard, and Donald G. Vasquez. "Arterial Access/Monitoring (Line Placement)." In Interventional Critical Care. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25286-5_11.

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Newman, Christopher D. "Peripherally Inserted Central Catheter Placement." In Interventional Critical Care. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25286-5_14.

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Conference papers on the topic "Career Placement"

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"Assessing the Career Plans: Basis for Career Development of ABMMA 2015-2016 Job Placement." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 23-24, 2017, Manila (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117813.

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Phewa, Nombulelo Molly Cynthia. "The Unisa KZN Students’ Perspectives of Student Success." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.

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This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.
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Chirvasiu, Narcisa Delia Valentina, and Ruxandra Folostina. "The Role of Game-based Learning in Career Development and Job Placement of Young People with Intellectual Disability." In 10th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice RSACVP 2018, 20 - 21 April 2018 Suceava, Romania. LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.35.

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Herawati, Yeni, Syamsul Amar, and Abror. "The Influence of Work Climate, Job Placement, and Career Development on Employee Performance in the Local Government Service of Padang Panjang." In Sixth Padang International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210616.079.

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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). Atlantis Press, 2017. http://dx.doi.org/10.2991/iconeg-16.2017.112.

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Shi, Hao. "Maximising Computer Science Student Career Opportunity through ICT Industry Placements." In 2008 International Multi-symposiums on Computer and Computational Sciences (IMSCCS). IEEE, 2008. http://dx.doi.org/10.1109/imsccs.2008.17.

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Aga, Halvor Larsson, Bernt Johan Leira, Sören Ehlers, and Hans Arne Blomvågnes-Bakke. "A Case Study of the Influence on Crashworthiness From the Implementation of Ice Strengthening." In ASME 2014 33rd International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/omae2014-24127.

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This paper presents a study of the influence from ice strengthening on the crashworthiness with regards to placement of LNG fuel tanks. First a brief introduction to the ship collision research as well as an assessment of the state of the art regarding nonlinear finite element analysis for use in ship collision analysis are given. Secondly the implications from the introduction of LNG fuel tanks on ships in context of collision safety are discussed. Thirdly how to quantify and compare energy absorption for different ship designs is discussed. This is followed by the presentation of a study regarding the horizontal placement of LNG fuel tanks. The study starts with presenting the variables chosen and the models made for the analysis. Energy versus indentation curves are presented for three different designs, where a standard cargo carrier is compared with two different design solutions where the cargo carrier is equipped with either vertical or longitudinal ice strengthening. It is concluded that in this case the benefit in terms of reduction of the minimum distance from the outer skin to the LNG fuel tank, as given in the current rules, is around 39%.
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Pappachan, Liby G., Georgene Singh, Ramamani Mariappan, Mridul S. Koshy, and Karen R. Lionel. "Intraoperative Lumbar Subarachnoid Drain Placement—Challenges and Complications." In Abstracts of 21st Annual Conference of the Indian Society of Neuroanaesthesiology and Critical Care (ISNACC 2020). Thieme Medical and Scientific Publishers Private Ltd., 2020. http://dx.doi.org/10.1055/s-0040-1709581.

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"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies
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Rose, Michael. "Modelling of Piezoceramic Patches for Actuator Placement Strategies." In ASME 2014 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/smasis2014-7697.

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Piezoceramic Patches are commonly used as actuator devices in smart structures if the induced forces are sufficient for the application. To model these devices in a structural dynamics simulation, a finite element model can be augmented by active layers. This needs a suitable element meshing, taking care of the actual shapes and positions of the active patches in use. If many different setups have to be evaluated, which is naturally the case for placement strategies for suitable actuator positions, this approach is quite cumbersome. To ease and speed up the augmentation of fixed finite element models with piezoceramic patches, so called modal correction methods have been successfully used in this context. These approximative methods avoid the remeshing and the reassembling of the underlying finite element model by adapting the modal description of the structural model with the mass, stiffness and electrical coupling effects of the applied patches. In this paper different aspects of this modelling approach are discussed especially for a tool chain to optimize patch locations in an ASAC simulation environment.
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Reports on the topic "Career Placement"

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Waid, Jeffrey. Investigating the Impact of Sibling Foster Care on Placement Stability. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2480.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Walsh, Wendy. Informal kinship care most common out-of-home placement after an investigation of child maltreatment. University of New Hampshire Libraries, 2013. http://dx.doi.org/10.34051/p/2020.189.

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Mattingly, Marybeth, Melissa Wells, and Michael Dineen. Out-of-home care by state and place: higher placement rates for children in some remote rural places. University of New Hampshire Libraries, 2010. http://dx.doi.org/10.34051/p/2020.104.

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Schmidt, Jessica. Assessing the Impact of Restrictiveness and Placement Type on Transition-Related Outcomes for Youth With and Without Disabilities Aging Out of Foster Care. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2478.

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