Relevant bibliographies by topics / Mid-century education

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

Academic literature on the topic 'Mid-century education'

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

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Journal articles on the topic "Mid-century education"

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Loeb, Robert F. "Medical Education at the Mid-Century." Academic Medicine 76, no. 5 (2001): 435. http://dx.doi.org/10.1097/00001888-200105000-00012.

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Lawn, Martin. "Reflecting the passion: mid‐century projects for education." History of Education 33, no. 5 (2004): 505–13. http://dx.doi.org/10.1080/0046760042000254497.

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Donaldson, IML. "A mid-seventeeth century defence of Galenism." Journal of the Royal College of Physicians of Edinburgh 43, no. 1 (2013): 88–90. http://dx.doi.org/10.4997/jrcpe.2013.119.

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Webb, Bruce C. "Living Modern in Mid-Century Houston." Journal of Architectural Education 62, no. 1 (2008): 11–19. http://dx.doi.org/10.1111/j.1531-314x.2008.00211.x.

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Nguyen, Tuan-Cuong. "The Last Confucians of Mid-20th Century Vietnam." Asian Studies 8, no. 2 (2020): 185–211. http://dx.doi.org/10.4312/as.2020.8.2.185-211.

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The Vietnam Association of Traditional Studies (VATS) took the initiative in promoting Confucian cultural practices in South Vietnam from 1955–1975. The association strove towards collecting, researching, translating, interpreting and circulating classical Sinographic documents in order to preserve traditional East Asian culture in relation to up-to-date moral education and practical science. Unfortunately, there is a lack of research material related to the organization during the period after the two halves of Vietnam were reunited in 1975. Thus, the Association’s activities after 1975 cannot be discussed. To bridge the gap, this article is based on rare documents mostly collected by the author, describing the history and activities of this Confucian organization, including its establishment (1954), regulations, organizational structure, and membership. This article will also focus on the VATS’s Confucian cultural practices, such as (i) publishing as a way to promote Confucianism and traditional morality, (ii) Confucianism and Literary Sinitic education, (iii) public speeches, (iv) organizing the annual commemoration of Confucius’ birthday on September 28th, (v) and promoting international cooperation related to Confucianism. These activities demonstrate the organization’s attempt at popularizing Confucianism and making it compatible with ideas and practices introduced by modernization and Westernization in the middle of the twentieth century.
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Tamura, Eileen H. "Asian Americans in the History of Education: An Historiographical Essay." History of Education Quarterly 41, no. 1 (2001): 58–71. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00074.x.

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Asian Americans have lived in the United States for over one-and-a-half centuries: Chinese and Asian Indians since the mid-nineteenth century, Japanese since the late nineteenth century, and Koreans and Filipinos since the first decade of the twentieth century (an earlier group of Filipinos had settled near New Orleans in the late eighteenth century). Because of exclusion laws that culminated with the 1924 Immigration Act, however, the Asian American population was relatively miniscule before the mid-twentieth century. As late as 1940, for example, Asian immigrants and their descendants constituted considerably less than 1 percent (0.0019) of the United States population. In contrast, in Hawai'i, which was then a territory and therefore excluded from United States population figures, 58 percent of the people in 1940 were of Asian descent.
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SMITH-PETER, SUSAN. "Educating Peasant Girls for Motherhood: Religion and Primary Education in Mid-Nineteenth Century Russia." Russian Review 66, no. 3 (2007): 391–405. http://dx.doi.org/10.1111/j.1467-9434.2007.00450.x.

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Nosan, Gregory. "Women in the Galleries: Prestige, Education, and Volunteerism at Mid-Century." Art Institute of Chicago Museum Studies 29, no. 1 (2003): 46. http://dx.doi.org/10.2307/4113027.

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Anderson, R. G. W. "‘What is technology?’: education through museums in the mid-nineteenth century." British Journal for the History of Science 25, no. 2 (1992): 169–84. http://dx.doi.org/10.1017/s0007087400028752.

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Loewenberg, Gerhard. "Reflections: Graduate Education in Comparative Politics in the Mid-Twentieth Century." PS: Political Science & Politics 49, no. 02 (2016): 339–42. http://dx.doi.org/10.1017/s1049096516000317.

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Dissertations / Theses on the topic "Mid-century education"

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Brady, Christopher David. "Mid-century American Marxist : the progressive education of Leo Huberman /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.

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Thesis (M.A.)--University of Oregon, 1999.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 300-319). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.
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Mason, Donald McIndoe. "Government and elementary education in Britain in the mid-nineteenth century." Thesis, Durham University, 1986. http://etheses.dur.ac.uk/6861/.

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This thesis attempts to describe the growth of the central government’s involvement in elementary education, and the corresponding growth of the staffing and expenditure of the Education Department in Whitehall, in terms that have explanatory force. It goes from 1833 to the early 1860s, covering the 1840s and 1850s in most detail. The first chapter establishes a theoretical framework within which education can take its place beside other examples of government intervention. It reasserts the relevance of A.V. Dicey's analysis of the movements of opinion and the corresponding legislative trends, and concludes that in the mid-nineteenth century a description as far as possible in terms of demand factors is the appropriate one. The next two chapters describe the structure and growth of the systems of building grants and pupil-teacher grants; and the consequences for the staffing and expenditure of the Education Department. These are traced in detail, allowing an assessment of the Department's efficiency and the adequacy of the staff to the work, and how these changed over the period. Chapter 4 examines the evidence for Treasury restrictiveness of the Education Department's activities, and finds little, contrary to the assumptions of many accounts of the period. Chapter 5 traces the development of the views of the Newcastle Commission, and of Gladstone's interventions, and relates them to the Revised Code. These are together interpreted as a reassertion, ultimately unsuccessful, of an individualist approach to government intervention against the increasingly collectivist tendency of the system as it had become.
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Leach, Camilla. "Quaker women and education from the late eighteenth to the mid nineteenth century." Thesis, University of Winchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431215.

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McCann, Brandy R. "Reading Alfred C. Kinsey: Sexuality and Discourse in Mid-Century America." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32179.

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This project concerns various 20th-century rhetorical strategies for sexual liberation. First, I examine the work of Alfred C. Kinsey through the theories of Louis Althusser and Michel Foucault. In the second chapter I look at Kinseyâ s Female volume and argue that he uses the mid-century concern for marriage as a strategy for sexual liberation. Next, I trace the ways in which four female, post-Kinsey writers use Kinsey (explicitly or implicitly) for their own particular strategies for sexual liberation. Finally, my conclusion asks how we can develop an effective strategy for this new century.<br>Master of Arts
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Donnelly, James F. "Chemical education and the chemical industry in England from the mid-nineteenth to the early twentieth century." Thesis, University of Leeds, 1987. http://etheses.whiterose.ac.uk/500/.

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The thesis examines the relationship between formal education and the chemical industry from about 1850 to about 1920. It first surveys relevant literature and discusses historiographical and definitional matters. It then sketches aspects of the relationship between science, education and technique during the early nineteenth century. It moves on to explore the representation of that relationship during the period of the thesis proper. It argues that this was dominated by a view articulated largely by academic chemists from the mid-century. Industrial relevance was exploited as a means of promoting research and teaching. This, rather than an 'objective' analysis, influenced the view which was promoted. Alternative, more directly technical, approaches were envisaged by some industrialists. At the turn of the century a complex negotiation was in progress, focusing on the place of technological disciplines in academe. Attempts to establish chemical technology curricula in the nineteenth century are surveyed. Reasons are suggested for their failure, particularly the difficulties in publicly transmitting and creating commercially sensitive knowledge and the pressures of curricular and institutional hierarchies. By contrast curricula in 'pure' chemistry were numerically successful. The thesis examines the recruitment of chemistry students by the industrial and educational sectors. It surveys the occupations of a sample of students from a range of English institutions. It concludes that industrial recruitment had a greater role than has been suggested by some scholars. The recruitment and employment of trained men in a number of chemical firms is surveyed, and it is concluded that their main role was in routine analysis. Expansion of this activity was slow, involving vertical routes into managerial positions rather than functional specialization and bureaucracies. A class of technically-trained routine analysts was created. The growth of chemical engineering as academic field and occupation is examined. The roles of academics and industrialists in conceptualizing the field around 'unit operations' are discussed. An account is given of the emergence of the Institution of Chemical Engineers.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Fleming, Safa Rebecca Lorraine. "Locating Women's Rhetorical Education and Performance: Early to Mid Nineteenth Century Schools for Women and the Congregationalist Mission Movement." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209093895.

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Ore, Kathryn. "An Era of Change: Mid-Twentieth Century Architectural Education and the University of Oregon, School of Architecture and Allied Arts." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12966.

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This study focuses on the development of architectural education at the University of Oregon's School of Architecture and Allied Arts (A&AA) in Eugene, Oregon. Applying a historic preservation perspective, this study examines how architectural perceptions are manifested through institutional changes in architectural education. Beginning with a focus on the A&AA under the administration of Dean Ellis F. Lawrence and Professor W. R. B. Willcox, this study transitions into an exploration of Dean Sidney W. Little's decidedly modernist alteration of the curriculum and building in the mid-twentieth century. During this period, the A&AA underwent a major shift from a curriculum and building based on the principles of the Arts and Crafts movement to a radically different approach that fully embraced the philosophy of modernism and actively rejected any allegiance to past architectural forms.
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Bishop, Mardia J. "From "wax-doll prettiness" to a "lifeless dough doll" : the actress in relation to the images of "woman" in mid-nineteenth-century America /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334067580.

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Korin, Tania. "Tradition and modernity -- : what it meant to be an educated Baghdadi Jew in the late nineteenth to early-mid twentieth century." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112403.

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The late 19th and early 20th century was a time of change for the Jewish people of Baghdad. Cultural influences from Europe and North America were making their presence felt and some Jewish Baghdadis actively sought to incorporate these into their personal and professional lives. To facilitate this process of acculturation, the Jewish community established schools that provided both a western education and a Jewish one. This essay studies these schools and considers the larger challenges that the community faced in seeking to be both western and Jewish while living in the Arab world. A brief history of the Jews of Baghdad and their standing in the city through the ages is also included.
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Books on the topic "Mid-century education"

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Educational reform and manufacturing development in mid-nineteenth century Massachusetts. Garland Pub., 1989.

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Katz, Michael B. The irony of early school reform: Educational innovation in mid-nineteenth century Massachusetts. Teachers College Press, 2001.

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Nabī Bak̲h̲shu K̲h̲ānu Balocu, 1917-2011 та Dr. N.A. Baloch Institute for Heritage Research, ред. Ḥāṣil al-Nahj: Hasil-un-nahj : a mid-sixteenth century work on methods of education. Anjuman-i Duktur Ayn. Īy Balūch Barā-yi Mīrās̲-i Taḥqīq, 2013.

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Prentice, Alison. The school promoters: Education and social class in mid-nineteenth century Upper Canada. Oxford University Press, 1999.

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Helen, May. The discovery of early childhood: The development of services for the care and education of very young children, mid eighteenth century Europe to mid twentieth century New Zealand. Auckland University Press/Bridget Williams Books, 1997.

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The Ocean-Hill Brownsville conflict: Intellectual struggles between Blacks and Jews at mid-century. Lexington Books, 2012.

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S, Chauhan R. Society and state building in Nepal: From ancient times to mid-twentieth century. Sterling Publishers, 1989.

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Charity, challenge, and change: Religious dimensions of the mid-nineteenth-century women's movement in Germany. Greenwood Press, 1987.

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Romans, Mervyn. Political, economic, social and cultural determinants in the history of early to mid-nineteenth century art and design education in Britain. University of Central England in Birmingham, 1998.

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Austin, Allan W. Race and Reconciliation at Mid-Century. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037047.003.0007.

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This concluding chapter covers the work of the American Friends Service Committee (AFSC) in the 1950s onward. Even as AFSC officials linked their efforts to the Quaker past and trusted Friendly methods, its staff understood that their approach to race relations had evolved since the Service Committee's earliest forays into the field. Furthermore, AFSC leaders understood the need for additional innovation in the early 1950s, especially as the Cold War intensified. The chapter traces the AFSC's activities during this period, including their attempts at expansion—particularly in the South—via the Washington Project. The Washington Project exhibited an expanding range of interracial techniques that had been evolving since the 1920s, especially an emphasis on education and intercultural exchange and a broader critique of and approach to racial problems in American society. Though the Washington Project would conclude in late 1955, the chapter shows how the AFSC continued their interracial activism still further South.
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Book chapters on the topic "Mid-century education"

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Bradford, Simon. "Managing the Spaces of Freedom: Mid-twentieth-Century Youth Work." In Informal Education, Childhood and Youth. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137027733_12.

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Jackson, Stephen. "Society and Education in Mid-Twentieth Century Ontario and Victoria." In Constructing National Identity in Canadian and Australian Classrooms. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89402-7_2.

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Giacardi, Livia, and Roberto Scoth. "Secondary School Mathematics Teaching from the Early Nineteenth Century to the Mid-Twentieth Century in Italy." In Handbook on the History of Mathematics Education. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9155-2_10.

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Martinelli, Amy. "Fears on Film: Representations of Juvenile Delinquency in Educational Media in Mid-Twentieth-Century America." In American Education in Popular Media. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137410153_6.

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Walker, Martyn. "Resistance to, and Development of, Technical Education from the Mid-Eighteenth to the Early Decades of the Twentieth Century." In Springer International Handbooks of Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_31.

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Walker, Martyn. "Resistance to, and Development of, Technical Education from the Mid-Eighteenth to the Early Decades of the Twentieth Century." In Springer International Handbooks of Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_31-1.

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Whitehead, Kay. "Women Educators’ Sojourns Around the British Empire from the Interwar Years to the Mid-Twentieth Century." In Women, Power Relations, and Education in a Transnational World. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44935-3_10.

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McCulloch, Gary. "5.1 A Footnote to Plato: Interpreting the History of Secondary Education in Mid-Twentieth-Century England." In International Handbook of Interpretation in Educational Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9282-0_42.

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Perkins, Linda M. "African American Women, Femininity and Their History in Physical Education and Sports in American Higher Education: From World War I Through the Mid-century." In ‘Femininity’ and the History of Women's Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54233-7_3.

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Vetter, Eva. "Chapter 8. Hegemonic discourse in the Habsburg Empire: The case of education. A critical discourse analysis of two mid 19th century government documents." In Language, Power and Social Process. Mouton de Gruyter, 2003. http://dx.doi.org/10.1515/9783110197204.3.271.

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Conference papers on the topic "Mid-century education"

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Bian, Jiasheng, and Qiao Jiang. "The Development Course and Reflection of Japanese Direct Teaching Method From Late 19th Century to Mid 20th Century." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.274.

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Stieglitz, Margarita. "Peculiarities of Stylistic Evolution of Mid-19th — Early 20th Century St. Petersburg Industrial Architecture." In Proceedings of the 2nd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icassee-18.2018.90.

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Zhou, Fangzheng. "The Historical Experience and Current Challenges of the Development of Urban Population in Megacities——Based on Shanghai after being opened in mid-19th century." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.44.

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Godbole, Hrushikesh, Marcos Esterman, Shridhar Palekar, and Alvaro Rojas Arciniegas. "Successes and Challenges in Implementing Lean Product Development." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98078.

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Abstract Lean thinking is a successful management philosophy that originated in the production dominated mid-20th century. More recently, these principles have been contextualized in a product development setting. However, few companies have successfully adopted lean product development. The gap between the existing knowledge within the academic community and the current practices within the industry motivated an industry-academia research roundtable to identify the successes and challenges in implementing lean product development. This paper shares the successful practices, and the implementation challenges that industry faces in the context of lean product development, which include nomenclature, visual management and metrics, knowledge repository and lean education &amp; training. The paper concludes with a roadmap of research required to enable the adoption of lean product development in the industry.
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Reports on the topic "Mid-century education"

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Feigenbaum, James, and Hui Ren Tan. The Return to Education in the Mid-20th Century: Evidence from Twins. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w26407.

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