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ALAN H. DAVIS VICTOR SAVICKI ERIC J. COOLEY JAMES L. FIRTH 《Counselor Education & Supervision》1989,28(3):234-241
The authors assessed counselor expectations of supervision and counselor burnout. A sample consisting of 120 members of the Oregon Personnel and Guidance Association completed the Maslach Burnout Inventory (MBI) and the Counselor Supervision Inventory (CSI). 相似文献
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VICTOR J. DRAPELA 《Counselor Education & Supervision》1981,21(1):22-29
This article presents the model of a comparative studies course offered for ten years as part of the counselor education curriculum at the University of South Florida. The course exposes students to experiential learning processes that help them acquire a wider professional perspective, intercultural sensitivity, and skills in the field of comparative analysis. The principle objective of the course is to make students self-directive in adjusting to the needs of persons from other cultures whom they will encounter in their professional careers. Other tangible outcomes of the learning experience include values clarification and increased therapeutic effectiveness. 相似文献
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VICTOR J. DRAPELA 《Counselor Education & Supervision》1985,24(4):341-348
This article describes an approach to teaching consultation and supervision. The course treats the two helping processes as natural outgrowths of counseling within an integrated conceptual framework. The course is not meant to train specialists in consultation and supervision. Rather, it is designed to help future practitioners gain adequate understanding of the two helping functions and acquire attitudes and skills required for consulting and supervisory roles. The didactic component of the course is based on the Three-Dimensional Intervention Model. It helps clarify the generic unity and specific differences of consultation and supervision vis-à-vis counseling. The course structure also provides students with opportunities to adapt counseling skills to situations typical in consulting and supervisory work. 相似文献
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This paper deals with the experience gained by the authors when teaching the basics of computerized integrated manufacturing (CIM) in laboratory classes of the Faculty of Engineering, Ben-Gurion University of the Negev, Israel. The essential aspects of this instruction are presented in terms of the production process of a puzzle as an example of CIM. This process includes the main stages of production in general. The accent is placed on the puzzle's assembly stage as the more time-consuming, less-automated stage in industry (about 50%), which is of greatest interest to the students in terms of the technical pitfalls and brain power required for overcoming them. This paper describes both the design of hardware devices and the software used for programming the equipment. 相似文献
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Forecasts for the years 2000-20 predict: (a) reapportioning of the labor market such that about 80% will fall in the service domain and only 20% in hi-tech industry; (b) intervention of robots and the Internet into human activities to facilitate first-hand handling of information in real time; (c) spread of SAMART materials, super-microtechnology, nanorobots and nanocomputers. These predictions are based, to a large extent, on the implementation of mechatronics in technological applications. The concept of mechatronics, which first appeared in 1969, has passed through a process of natural development, which explains the variety of existing definitions. It soon became apparent that mechatronics constitutes a qualitatively new situation: a domain of technology spanning mechanical and electronic engineering at the joint between hardware and software. Difficulties in teaching this subject arise from the gap in experience and skills between software experts and experts in the design and use of hardware. In our department, the practical teaching of mechatronics comprises: practical work in the laboratory devoted to studying some applications of known technical solutions, e.g. ABS (automatic braking system), automatic photo camera, computerized numerical control tools and robots; development of new ideas in new domains in the framework of projects (a case study presented in this paper describes mechatronic solutions to automatic adaptive vibrations control systems). 相似文献
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VICTOR BIGNELL 《European Journal of Engineering Education》1999,24(3):311-321
The uses of case studies of failures of technological systems are discussed, and methods for analysis are described. Starting from the simple examination of broken components in engineering, the article goes on to trace the development of systems methods for the study of accidents and large-scale disasters having technology as a major component. Methods used in two distance-learning courses are described, which employ the comparison of standard models of failure and success against the actuality of given scenarios. Details of the teaching and learning materials are set out, together with sources. Application is to aspects of design, manufacture, inspection, use and maintenance in engineering and technology management. The aim is to help engineers being educated to gain in the assurance of safety, through the study of its opposite, failure. 相似文献
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VICTOR QUINN 《Journal of Philosophy of Education》1994,28(1):101-111
This paper attempts three things. It invites you to engage critically with me in the adjudication of a particular controversy. It attempts to argue for and exemplify important procedures which distinguish good and bad thinking in a critical mode. And it argues the case for the separate teaching of critical thinking (henceforth CT). 相似文献
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