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Book "Structured Basic" from Richard Freeman, published in 1984 by NEC (National Extension College)

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Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States. Since, European and national crisis management strategies have advocated apprenticeship both as a short-term solution to youth unemployment and a useful response to companies' skill needs in the longer term. However, after the initial years of policy implementation and financial investment to increase apprenticeship numbers, social partners and experts have been raising grievances: not all schemes called 'apprenticeships' merited their name, not all ensured high-quality training (or any training), and not all 'apprentices' were entitled to employment or social protection rights. To help promote a common European understanding, Cedefop has identified the basic features a work-based education and training scheme should have to be called 'apprenticeship'. It suggests countries agree on a common denominator made up of the following features: (1) the scheme is backed by a legal framework; (2) it leads to a formal and portable qualification; (3) it relies on a structured alternation between work-based and school-based learning; (4) it implies a commitment for a minimum duration that makes the training alternation meaningful; (5) company and learner sign a specific type of contract; and (6) the learner receives a remuneration. Europe does not -- and should not -- have a single model of apprenticeship. Similarly, no model can simply be copied: the conditions enabling quality apprenticeships differ from country to country. Cedefop is widening and deepening its understanding of these conditions in their respective settings, to help step up transfer and adjustment of best practices in the future.

Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States. Since, European and national crisis management strategies have advocated apprenticeship both as a short-term solution to youth unemployment and a useful response to companies' skill needs in the longer term. However, after the initial years of policy implementation and financial investment to increase apprenticeship numbers, social partners and experts have been raising grievances: not all schemes called 'apprenticeships' merited their name, not all ensured high-quality training (or any training), and not all 'apprentices' were entitled to employment or social protection rights. To help promote a common European understanding, Cedefop has identified the basic features a work-based education and training scheme should have to be called 'apprenticeship'. It suggests countries agree on a common denominator made up of the following features: (1) the scheme is backed by a legal framework; (2) it leads to a formal and portable qualification; (3) it relies on a structured alternation between work-based and school-based learning; (4) it implies a commitment for a minimum duration that makes the training alternation meaningful; (5) company and learner sign a specific type of contract; and (6) the learner receives a remuneration. Europe does not -- and should not -- have a single model of apprenticeship. Similarly, no model can simply be copied: the conditions enabling quality apprenticeships differ from country to country. Cedefop is widening and deepening its understanding of these conditions in their respective settings, to help step up transfer and adjustment of best practices in the future.

Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States. Since, European and national crisis management strategies have advocated apprenticeship both as a short-term solution to youth unemployment and a useful response to companies' skill needs in the longer term. However, after the initial years of policy implementation and financial investment to increase apprenticeship numbers, social partners and experts have been raising grievances: not all schemes called 'apprenticeships' merited their name, not all ensured high-quality training (or any training), and not all 'apprentices' were entitled to employment or social protection rights. To help promote a common European understanding, Cedefop has identified the basic features a work-based education and training scheme should have to be called 'apprenticeship'. It suggests countries agree on a common denominator made up of the following features: (1) the scheme is backed by a legal framework; (2) it leads to a formal and portable qualification; (3) it relies on a structured alternation between work-based and school-based learning; (4) it implies a commitment for a minimum duration that makes the training alternation meaningful; (5) company and learner sign a specific type of contract; and (6) the learner receives a remuneration. Europe does not -- and should not -- have a single model of apprenticeship. Similarly, no model can simply be copied: the conditions enabling quality apprenticeships differ from country to country. Cedefop is widening and deepening its understanding of these conditions in their respective settings, to help step up transfer and adjustment of best practices in the future.

Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States. Since, European and national crisis management strategies have advocated apprenticeship both as a short-term solution to youth unemployment and a useful response to companies' skill needs in the longer term. However, after the initial years of policy implementation and financial investment to increase apprenticeship numbers, social partners and experts have been raising grievances: not all schemes called 'apprenticeships' merited their name, not all ensured high-quality training (or any training), and not all 'apprentices' were entitled to employment or social protection rights. To help promote a common European understanding, Cedefop has identified the basic features a work-based education and training scheme should have to be called 'apprenticeship'. It suggests countries agree on a common denominator made up of the following features: (1) the scheme is backed by a legal framework; (2) it leads to a formal and portable qualification; (3) it relies on a structured alternation between work-based and school-based learning; (4) it implies a commitment for a minimum duration that makes the training alternation meaningful; (5) company and learner sign a specific type of contract; and (6) the learner receives a remuneration. Europe does not -- and should not -- have a single model of apprenticeship. Similarly, no model can simply be copied: the conditions enabling quality apprenticeships differ from country to country. Cedefop is widening and deepening its understanding of these conditions in their respective settings, to help step up transfer and adjustment of best practices in the future.

Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States. Since, European and national crisis management strategies have advocated apprenticeship both as a short-term solution to youth unemployment and a useful response to companies' skill needs in the longer term. However, after the initial years of policy implementation and financial investment to increase apprenticeship numbers, social partners and experts have been raising grievances: not all schemes called 'apprenticeships' merited their name, not all ensured high-quality training (or any training), and not all 'apprentices' were entitled to employment or social protection rights. To help promote a common European understanding, Cedefop has identified the basic features a work-based education and training scheme should have to be called 'apprenticeship'. It suggests countries agree on a common denominator made up of the following features: (1) the scheme is backed by a legal framework; (2) it leads to a formal and portable qualification; (3) it relies on a structured alternation between work-based and school-based learning; (4) it implies a commitment for a minimum duration that makes the training alternation meaningful; (5) company and learner sign a specific type of contract; and (6) the learner receives a remuneration. Europe does not -- and should not -- have a single model of apprenticeship. Similarly, no model can simply be copied: the conditions enabling quality apprenticeships differ from country to country. Cedefop is widening and deepening its understanding of these conditions in their respective settings, to help step up transfer and adjustment of best practices in the future.

Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States. Since, European and national crisis management strategies have advocated apprenticeship both as a short-term solution to youth unemployment and a useful response to companies' skill needs in the longer term. However, after the initial years of policy implementation and financial investment to increase apprenticeship numbers, social partners and experts have been raising grievances: not all schemes called 'apprenticeships' merited their name, not all ensured high-quality training (or any training), and not all 'apprentices' were entitled to employment or social protection rights. To help promote a common European understanding, Cedefop has identified the basic features a work-based education and training scheme should have to be called 'apprenticeship'. It suggests countries agree on a common denominator made up of the following features: (1) the scheme is backed by a legal framework; (2) it leads to a formal and portable qualification; (3) it relies on a structured alternation between work-based and school-based learning; (4) it implies a commitment for a minimum duration that makes the training alternation meaningful; (5) company and learner sign a specific type of contract; and (6) the learner receives a remuneration. Europe does not -- and should not -- have a single model of apprenticeship. Similarly, no model can simply be copied: the conditions enabling quality apprenticeships differ from country to country. Cedefop is widening and deepening its understanding of these conditions in their respective settings, to help step up transfer and adjustment of best practices in the future.

To improve quality and productivity, Navy and Marine organizations are adopting a management approach known as Total Quality Leadership (TQL). A key element of TQL requires the use of statistical measures and graphical techniques to improve process and product quality. This case study documents the efforts made by the Fleet Combat Direction Systems Support Activity (FCDSSA) to train a select group of employees to serve as facilitators in the organization's TQL system. Personnel from the Navy Personnel Research and Development Center were tasked to develop and deliver a course on Structured Problem Solving and the Basic Graphic Methods to a group of about 20 FCDSSA employees. The basic content of the course was structured around an existing process that was identified by the executive Steering Committee as important to FCDSSA. The process was analyzed using the Plan-Do-Check Act Cycle and demonstrated the application of the seven basic graphic methods discussed by W. E. Deming and others. It was clear that the statistical and graphical tools presented in these training materials can be applied to most if riot all, processes. Perceptions of the training by both participants and course developers are presented, as well as recommendations for improvement of the training process.

To improve quality and productivity, Navy and Marine organizations are adopting a management approach known as Total Quality Leadership (TQL). A key element of TQL requires the use of statistical measures and graphical techniques to improve process and product quality. This case study documents the efforts made by the Fleet Combat Direction Systems Support Activity (FCDSSA) to train a select group of employees to serve as facilitators in the organization's TQL system. Personnel from the Navy Personnel Research and Development Center were tasked to develop and deliver a course on Structured Problem Solving and the Basic Graphic Methods to a group of about 20 FCDSSA employees. The basic content of the course was structured around an existing process that was identified by the executive Steering Committee as important to FCDSSA. The process was analyzed using the Plan-Do-Check Act Cycle and demonstrated the application of the seven basic graphic methods discussed by W. E. Deming and others. It was clear that the statistical and graphical tools presented in these training materials can be applied to most if riot all, processes. Perceptions of the training by both participants and course developers are presented, as well as recommendations for improvement of the training process.

To improve quality and productivity, Navy and Marine organizations are adopting a management approach known as Total Quality Leadership (TQL). A key element of TQL requires the use of statistical measures and graphical techniques to improve process and product quality. This case study documents the efforts made by the Fleet Combat Direction Systems Support Activity (FCDSSA) to train a select group of employees to serve as facilitators in the organization's TQL system. Personnel from the Navy Personnel Research and Development Center were tasked to develop and deliver a course on Structured Problem Solving and the Basic Graphic Methods to a group of about 20 FCDSSA employees. The basic content of the course was structured around an existing process that was identified by the executive Steering Committee as important to FCDSSA. The process was analyzed using the Plan-Do-Check Act Cycle and demonstrated the application of the seven basic graphic methods discussed by W. E. Deming and others. It was clear that the statistical and graphical tools presented in these training materials can be applied to most if riot all, processes. Perceptions of the training by both participants and course developers are presented, as well as recommendations for improvement of the training process.

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

"Assuming that the reader has no programming experience, this book introduces the concept of structured programming through BASIC. Using a top-down approach, all the examples and problems are presented in the context of technical applications."--Jacket

"Assuming that the reader has no programming experience, this book introduces the concept of structured programming through BASIC. Using a top-down approach, all the examples and problems are presented in the context of technical applications."--Jacket

"Assuming that the reader has no programming experience, this book introduces the concept of structured programming through BASIC. Using a top-down approach, all the examples and problems are presented in the context of technical applications."--Jacket

"Assuming that the reader has no programming experience, this book introduces the concept of structured programming through BASIC. Using a top-down approach, all the examples and problems are presented in the context of technical applications."--Jacket

"Assuming that the reader has no programming experience, this book introduces the concept of structured programming through BASIC. Using a top-down approach, all the examples and problems are presented in the context of technical applications."--Jacket

"Assuming that the reader has no programming experience, this book introduces the concept of structured programming through BASIC. Using a top-down approach, all the examples and problems are presented in the context of technical applications."--Jacket

"Assuming that the reader has no programming experience, this book introduces the concept of structured programming through BASIC. Using a top-down approach, all the examples and problems are presented in the context of technical applications."--Jacket

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

A tutoring guide prescribing procedures for teaching naming and sounding of letters and decoding of nonsense words was developed. A sample group of kindergarten and first graders was randomly assigned to experimental and control groups. The tutoring guide was distributed to chosen tutors (parents and high-school students). The tutors met with the children about four times a week, 15 minutes in each session, until the child achieved mastery of naming, sounding, and decoding. The tutors received no formal training and the tutoring was supervised. Six weeks later all children were tested individually on specified criteria, and results were analyzed on each of the three skills. It was found that the difference of mean scores between tutored groups and nontutored groups was not significant for naming, but significant at the .01 level for sounding and decoding; the difference of mean scores between the kindergarten and first grade groups was not significant for naming and decoding, but significant at the .01 level for sounding. The study also indicated no significant difference between the mean gain of subjects tutored by parents and those tutored by high-school students. Tables and references are included. (AW)

A tutoring guide prescribing procedures for teaching naming and sounding of letters and decoding of nonsense words was developed. A sample group of kindergarten and first graders was randomly assigned to experimental and control groups. The tutoring guide was distributed to chosen tutors (parents and high-school students). The tutors met with the children about four times a week, 15 minutes in each session, until the child achieved mastery of naming, sounding, and decoding. The tutors received no formal training and the tutoring was supervised. Six weeks later all children were tested individually on specified criteria, and results were analyzed on each of the three skills. It was found that the difference of mean scores between tutored groups and nontutored groups was not significant for naming, but significant at the .01 level for sounding and decoding; the difference of mean scores between the kindergarten and first grade groups was not significant for naming and decoding, but significant at the .01 level for sounding. The study also indicated no significant difference between the mean gain of subjects tutored by parents and those tutored by high-school students. Tables and references are included. (AW)