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Foreign Countries; Auto Mechanics; Job Training; Case Studies; Lifelong Learning; Continuing Education; Curriculum Development; Program Implementation; Program Evaluation; School Business Relationship; Technical Institutes; Partnerships in Education

Abstract:
Certified education aimed at developing and documenting professional growth is an important issue for lifelong learning in developing countries. Some firms and educational institutions have applied different educational models to keep up with technological innovations. This study examines a Turkish programme for employees in the automotive sector and asks how the programme should be developed, where it should be conducted, and how it should be evaluated. The aim of the analysis is to develop a certification programme with the cooperation of both the academy and the business sector. Within the scope of the model, 560 people were trained and certified in three years with the support of institutional partnerships and non-governmental organizations. During this process, Bosch Aftermarket signed the Modular Education Act and, consequently, 220 Bosch employees were also trained. The effectiveness of the three-year educational programme was assessed using 360-degree self- and peer-evaluation. When the goals and the outcomes of the programme are compared, the levels of participants' satisfaction and demand for increasing collaboration are encouraging. (Contains 4 figures, 2 tables, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Animation; Engines; Doctoral Programs; Masters Programs; Models; Vocational Education Teachers; Vocational Education; Engineering; Auto Mechanics; Secondary School Science; Science Teachers

Abstract:
Nineteen informants (n = 19) were asked to study and comment two computer animations of the Otto combustion engine. One animation was non-interactive and realistic in the sense of depicting a physical engine. The other animation was more idealised, interactive and synchronised with a dynamic PV-graph. The informants represented practical and theoretical traditions of knowledge: science students and teachers at upper secondary school level; vocational students and teachers in vehicle mechanics at upper secondary school level, and; MSc and PhD students in vehicle system engineering. The aim was to explore how they interpreted the animations against the background of their different traditions of knowledge and their experience of physical engines and models of engines. A key finding was that the PhD students saw the interactive animation as a familiar and useful model of engines, whereas the vehicle mechanics teachers saw it as a poor representation of reality. A general conclusion was that there is a variety of competent ways to interpret a model, depending on the tradition of knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Power Technology; Motor Vehicles; Technological Advancement; Intellectual History; Science Education History; Auto Mechanics; Energy Education

Abstract:
Most people don't realize that the history of electric vehicles (EVs) predates the Civil War. This article provides a historical snapshot of EVs to spark the interest of both teachers and students in this important transportation technology.

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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:
Motor Vehicles; Auto Mechanics; Energy; Costs; Technology Education

Abstract:
One hundred years ago, automobiles were powered by steam, electricity, or internal combustion. Female drivers favored electric cars because, unlike early internal-combustion vehicles, they did not require a crank for starting. Nonetheless, internal-combustion vehicles came to dominate the industry and it's only in recent years that the electrics have gotten more attention. In this article, the author describes how he restored a 1981 Mercury Lynx that had been converted by Jet Industries to function as a plug-in electric vehicle. 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:
Active Learning; Student Projects; Computer Software; Undergraduate Students; Graduate Students; Student Surveys; Teaching Methods; Educational Strategies; Motor Vehicles; Auto Mechanics; Science Process Skills; Behavioral Objectives; Expectation; Course Organization; Instructional Innovation; Instructional Effectiveness

Abstract:
This paper presents an interesting teaching experiment carried out at XXX University. The author offered a new course in computational/analytical vehicle dynamics to senior undergraduate students, graduate students and practicing engineers. The objective of the course was to present vehicle dynamics theory with practical applications using MSC-ADAMS. The class composition was quite diverse. Some students had more than 20 years of industrial experience and some undergraduate students had little or no industrial experience. In order to help individual student to meet his or her learning goals, the author (instructor) adopted a project based learning approach. Even though project based learning is successfully used in STEM education. The methodology adopted while presenting project based learning was different and based upon "understand-crawl-walk-run" approach. In the "understand-crawl-walk-run" approach, students are presented with theory concepts along with in class tutorials where the instructor discusses each step in detail, students are assigned home-works that strengthen the understanding and then finally assigned a real life project that forces them to "think outside the box". The emphasis in the initial stages (understand-crawl) is to make students aware of the capabilities and limitations of software used to solve vehicle dynamics problem. This leads to development of "engineering-sense" which is the ability to make sense from the results obtained from the software. In this paper, we present this project based learning approach adopted to deliver material. The "understand-crawl-walk-run" approach adopted in the course and some interesting real life projects done by students. We also present the results of student survey, assessment, student learning objectives and course evaluation results. (Contains 10 figures and 4 tables.) 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:
Engines; Mathematics Instruction; Mathematical Applications; Integrated Curriculum; Science Course Improvement Projects; Research Projects; Auto Mechanics; Paraprofessional Personnel; Instructional Development; Course Descriptions; Team Teaching; Teaching Methods

Abstract:
This article describes the development of the contextualized math, the course design, student teaching and daily interaction with the students, and the implementation aspects of the research project designed to develop contextualized mathematics and integrate it into the Auto Technician courses. The applied math curriculum was integrated into three auto tech classes: Auto Transportation Core, Auto Engines, and Auto Electrical. There were two instructors in each classroom--an auto instructor and a math instructor. The applied math program that was developed is on the cutting edge of mathematical applications. Co-teaching is quite effective when both instructors feed off of each other's daily topics. Students were helped by: (1) allowing for the student's math development to be with contextualized math; (2) providing the students a comfortable environment where they learn math that makes sense to them; (3) reducing the time frame needed for students to complete their math requirements for their associate degree by integrating math into their auto technician classes; and (4) helping reduce the amount of money spent by the students by including the sequencing of their math requirements within their technician program. (Contains 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:
Foreign Countries; Manufacturing; Motor Vehicles; Auto Mechanics; Technology Education; International Educational Exchange; Scientific Concepts; Field Trips; Cultural Awareness; Skill Development; Science Activities; Science Course Improvement Projects; Experiential Learning; Concept Teaching

Abstract:
A world away from the red dirt of Oklahoma, David Shields and Shelly Smith felt right at home. A national grant took the Meridian Technology Center automotive teachers on a trip to Germany that car lovers only dream about. The tour to the major automakers last summer has them geared up and bringing fresh ideas to the classroom. They spent four days gathering information and soaking up the history of the auto industry through tours of the museums and manufacturing plants of Audi, BMW, Mercedes-Benz and Porsche. In their tour of manufacturing facilitates the two witnessed how parts are produced from heavy coils of steel, how they are assembled into a car body and painted. They also learned how international engines are produced and are able to follow a car on its way to completion. They observed the assembly process and the quality testing, processes that will benefit them as they teach their students. 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:
Laptop Computers; Student Attitudes; Action Research; Educational Change; Focus Groups; Engineering; Foreign Countries; Writing Skills; Computer Mediated Communication; Electronic Publishing; Writing Instruction; Vocational Education; Educational Technology; Questionnaires; Computer Attitudes; Tutors; Student Needs; Auto Mechanics; Journal Writing

Abstract:
The action research project described in this paper was part of an initiative to bring about change in the way courses are delivered in the vocational trades area at UNITEC New Zealand. We decided to focus on students' writing on a new Level 3 course--the Certificate in Automotive and Mechanical Engineering (C.A.M.E.) in which all participants had netbooks or laptops for the first time. We selected blogging because it introduces new possibilities in a field where one would not expect to see much written work by students. Using the "Problem Resolving Action Research" (PRAR) model (Piggot-Irvine, 2009), we approached the project in three stages. At the reconnaissance stage it was clear that writing skills did not enjoy a position of priority. We gauged the C.A.M.E. students' attitudes to writing in general, and to digital technology via the use of a questionnaire and a focus group. We then implemented new approaches to teaching using digital technology in response to perceived needs. At the evaluation stage, we collected further responses via a questionnaire and a focus group on the students' attitudes to blogging and digital technology. Key findings included that the students were not discouraged by writing tasks, nor by digital technology, and that vocational tutors may need to play a more active role in embedding writing in courses. (Contains 2 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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Descriptors:
Careers; Nontraditional Occupations; Scientific Research; Industry; Auto Mechanics; Skilled Occupations; Skilled Workers; Energy; Engineering; Manufacturing; Labor Market

Abstract:
Many occupations related to electric vehicles are similar to those that help to make and maintain all types of automobiles. But the industry is also adding some nontraditional jobs, and workers' skill sets must evolve to keep up. This article describes careers related to electric vehicles. The first section is about the electric vehicle industry and its growth. The second section describes selected occupations related to electric vehicles, including those in scientific research, engineering, manufacturing, maintenance, and infrastructure development. A third section discusses training for workers interested in electric vehicle jobs. The final section gives sources for more information. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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