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Descriptors:
Music; Music Teachers; Equipment Maintenance; Musical Instruments; Best Practices; Music Education; Change Strategies; Technical Support; Capacity Building

Abstract:
It may or may not be the responsibility of a music educator to acquire or maintain the instruments used by the students in a program. However, no matter what level of involvement the educator has in this process, knowing how things are done--as well as what other options may be out there--can only help to keep things running smoothly. This knowledge can also help to ensure that each student who wants to play has access to an appropriate instrument in good condition, as well as the opportunity to repair and refurbish that instrument when needed. Acquiring instruments has always been a challenge for many, if not most, and today's environment has not made it any easier. This article offers a few ideas that might help. The author spoke with several music educators about how the instruments in their programs are acquired and otherwise managed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Equipment Maintenance; Technical Support; Information Technology; Technology Planning; Information Networks; Institutional Mission; Library Administration; Library Automation; Library Development; Library Equipment; Library Services; Performance Technology

Abstract:
In the library context, they depend on sophisticated business applications specifically designed to support their work. This infrastructure consists of such components as integrated library systems, their associated online catalogs or discovery services, and self-check equipment, as well as a Web site and the various online tools and services needed to manage and provide access to library resources. These systems work together to support the behind-the-scenes work, in-person services for patrons and virtual mobile and Web-based services. In this month's column, the author explores some of the layers of attention that need to be in place to ensure that technology contributes its full potential to the success of the organization. Some of these layers fall into the area of routine, but often deferred, maintenance, as well as larger-scale renovation or rebuilding projects. A stable, reliable, and well-designed technical infrastructure doesn't happen by itself. It requires that the library address the layers of routine maintenance, incremental improvements, and periodic reinvestment appropriate for such mission-critical assets. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Motor Vehicles; Equipment Maintenance; Troubleshooting; Power Technology; Auto Mechanics; Kinetics; Scientific Principles

Abstract:
Improperly inflated car tires can reduce gas mileage and car performance, speed up tire wear, and even cause a tire to blow out. The AAA auto club recommends that someone check the air pressure of one's car's tires at least once a month. Wouldn't it be nice, though, if someone came up with a tire pressure-monitoring system that automatically kept the tires properly inflated? A recent Goodyear press release announced that Goodyear engineers have developed a new tire that is self-regulating in regard to air pressure. Goodyear calls the new self-regulating system air maintenance technology (AMT) and it literally places an air pump, air gauge, and automatic air valve in each tire. Goodyear estimates that a vehicle with 10% underinflated tires shortens the life expectancy of the tires by 9% to 16%. With the current price of fuel, most commercial freight operators are very aware that underinflated tires cost them money. Goodyear hopes that they will jump at the chance to replace worn out tires with AMTs because these tires will quickly save them money by improve gas mileage and reducing tire wear. (Contains 2 photos and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cost Effectiveness; Furniture; Selection Criteria; Educational Facilities Design; Sustainable Development; School Buildings; Educational Facilities Planning; Interior Design; Life Cycle Costing; Operating Expenses; Equipment Evaluation; Educational Equipment; Equipment Maintenance

Abstract:
Making furniture decisions can involve many factors, and they vary from institution to institution. For fixtures, furnishings and equipment, comparing initial cost with the cost of ownership over a life cycle can be more challenging. It may be the functionality of the furnishings that provides the greatest return on investment. In this article, the author discusses value criteria for school furniture and explores factors that go into the "value for money" discussion and decision. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Developing Nations; Engineering Education; Work Environment; Advocacy; Cultural Relevance; Climate; Administrator Education; Curriculum Design; Information Technology; Civil Engineering; Developed Nations; Communication Skills; Leadership; Computer Science Education; College Instruction; College Curriculum; Educational Strategies; Job Skills; Administrator Characteristics; Administrator Effectiveness; Administrator Role; Managerial Occupations; Technical Support; Regional Characteristics; Environmental Influences; Energy; Safety; Facilities; Technology Transfer; Technical Assistance; Economic Development; Appropriate Technology; Computer Networks; Computer System Design; Utilities; Computer Peripherals; Equipment Maintenance; Case Studies

Abstract:
Information technology (IT) professionals face markedly different kinds of challenges in developing countries from the ones in developed countries. Based on the research literature and our fourteen years of fieldwork in Iringa, Tanzania, we have identified eight groups of technical characteristics of IT work that significantly affect the work of IT service management professionals in that particular developing country context. Those groups are "climate conditions on the site," "physical security on the site," "characteristics of premises," "characteristics of rooms," "quality of electricity," "local area network," "peripherals," "and ICT users." Even though the characteristics of IT work in developing countries are a challenge for any IT professional, they all can be overcome with appropriate education and preparation. However, scarcity of capable IT professionals who can effectively manage IT systems is an issue in East Africa. Although the situation is widely acknowledged, there are no reports of educational initiatives to address this issue. We show that without a broad understanding of environmental effects, physical security, power related issues, and characteristics of premises for ICT equipment, IT professionals cannot maintain ICT services of organizations on a sufficient level. Our identified solutions to practical challenges lead us to conclude that IT service management education must include some topics from the fields of electrical engineering and civil engineering in the IT curriculum. Those topics prepare students to overcome context-specific challenges in their future working milieu. Besides technical topics, organizational support for IT work plays a central role in the self-sustainability of ICT services. Hence, IT professionals should be able to advocate other members of an organization. Advocacy work demands good management and communication skills and strong commitment to IT professionalism. Education for IT service management has to recognize these issues and emphasis, in its curriculum design, the role of management and leadership skills in a culturally sensitive way. (Contains 4 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Industry; Course Descriptions; Engines; Paraprofessional Personnel; Apprenticeships; Program Descriptions; Training; Training Methods; Safety; Certification; Educational Policy; State Policy; Public Agencies; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design; Mechanics (Process); Motor Vehicles; Climate; Climate Control; Equipment Maintenance

Abstract:
The graduate of the Transport Refrigeration Technician apprenticeship program is a certified journeyperson who will be able: (1) to diagnose repair, maintain and operate transport refrigeration equipment used to heat or cool the load as well as of diesel engines, APUs and other prime movers; (2) to use tools and equipment in order to carry out repairs according to manufacturer's; (3) to read and understand work orders, prepare estimates, interpret technical references and diagrams; (4) to download data from monitoring systems to diagnose problems and set parameters for proper operation; (5) to write work orders and update maintenance logs; (6) to be familiar with the work in related trades such as machinist, heavy equipment technician and welder; (7) to be familiar with and apply all regulations and legislation associated with the industry; and (8) to perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Transport Refrigeration Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Course Descriptions; Engines; Apprenticeships; Program Descriptions; Training; Safety; Certification; Educational Policy; State Policy; Public Agencies; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design; Paraprofessional Personnel; Industry; Training Methods; Equipment Maintenance; Motor Vehicles; Auto Mechanics

Abstract:
The graduate of the Heavy Equipment Technician apprenticeship program is a certified journeyperson who will be able to: (1) diagnose repair, and maintain by skills and knowledge gained through training and experience any of the working parts of diesel engines as well as the various components of mobile industrial equipment; (2) use, competently, both hand and power tools in order to carry out repairs according to manufacturer's specifications; (3) read and understand work orders, prepare estimates, and interpret technical manuals; (4) write service reports, diagnose the cause of failures and keep service analysis records; (5) when fully competent in all phases of general repairs, a Heavy Equipment Technician may specialise in any one of several areas of the trade such as, fuel pumps and injectors, track equipment, engine overhaul, hydraulic controls, power shift transmissions and allied equipment; (6) outstanding individuals may advance to service representatives or supervisory positions; (7) be familiar with the work in related trades such as Machinist and Welder; (8) understand the fundamentals of operating a small business; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Heavy Equipment Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Postsecondary Education; Engines; Paraprofessional Personnel; Apprenticeships; Industry; Course Descriptions; Vocational Education; Foreign Countries; Industrial Education; Equipment Maintenance; Agricultural Engineering; Safety Education; Certification

Abstract:
The graduate of the Agricultural Equipment Technician apprenticeship program is a certified journeyperson who will be able to: (1) repair, diagnose and maintain by skill and knowledge gained through training and experience any of the working parts of diesel engines as well as the various components of mobile farm machinery; (2) use, competently, both hand and power tools in order to carry out repairs according to manufacturer's specifications; (3) read and understand work orders, prepare estimates, and interpret technical manuals; (4) write service reports, diagnose the cause of failures and keep service analysis records; (5) utilize the knowledge and may advance to service representatives or supervisory positions; (6) be familiar with the work in related trades such as Heavy Equipment Technician, Machinist and Welder; and (7) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Agricultural Equipment Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Infants; Eye Movements; Reaction Time; Laboratory Equipment; Differences; Measurement Equipment; Computer Software; Accuracy; Research Problems; Equipment Maintenance; Error Correction; Troubleshooting; Bias; Reliability

Abstract:
Morgante et al. (in press) find inconsistencies in the time reporting of a Tobii T60XL eye tracker. Their study raises important questions about the use of the Tobii T-series in particular, and various software and hardware in general, in different infant eye tracking paradigms. It leaves open the question of the source of the inconsistencies. Here, observations from a Tobii eye tracker are presented to elucidate possible sources of timing inconsistencies, including those found by Morgante et al. The ramifications of the reported timing inconsistencies are related to various infant paradigms. The focus is on the level of concern a researcher should have if any eye tracker displays these timing characteristics, and what corrective measures may be taken. While posing no problems for some paradigms, timing inconsistencies are potentially problematic (but correctable) when assessing event-related looking behavior. Observed timing contraindicates use in fast gaze-contingent displays (less than 100 ms). General suggestions are made regarding timing in eye-tracked data collection. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Paraprofessional Personnel; Industry; Motor Vehicles; Energy; Equipment; Auto Mechanics; Certification; Labor Force; Skilled Workers; Troubleshooting; Equipment Maintenance; Conservation (Environment); Energy Conservation; Science Instruction

Abstract:
With President Obama's goal to have one million electric vehicles (EV) on the road by 2015, the electric vehicle technician should have a promising and busy future. "The job force in the car industry is ramping up for a revitalized green car industry," according to Greencareersguide.com. An electric vehicle technician will safely troubleshoot and repair electric vehicles. Technician duties include: installing basic EV components, understanding basic systems and operating standards, troubleshooting high voltage system problems and installation concerns, and performing routine maintenance. In this article, the author discusses everything students need to know about careers for electric vehicle technicians--wages, responsibilities, education and skills needed, career advancement possibilities, and more. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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