Search Results for
"human"

Young workers are frequently injured at work. Education and awareness strategies to prevent injuries among young workers are common but they are often ineffective. These approaches emphasize teaching, rather than learning strategies, and appear to contradict recent competency-based developments in education science. This study aimed to gain insight into the actual safety skills learning process of adolescents in an internship in a high school vocational training program. The results are based on auto and allo-confrontation interviews from an ergonomics intervention study with nine apprentices and five experienced coworkers involved in the training. This technique is suited to obtaining qualitative data on work activities; it consists of interviewing apprentices and co-workers about videotaped work observations to capture the thought processes behind their action. The findings reveal that learning in an actual situation poses challenges because working conditions and also learning conditions are not always optimal. Such conditions prompt apprentices to develop novel strategies to manage unexpected situations. At times, this involved side-stepping a safety rule in order to meet work demands. The use of an ergonomics actual work activity approach allowed the merging of two research topics rarely found together: the socio-ecological paradigm in education and the development of original interventions to prevent occupational injuries among young workers. This intersection of educational theory and injury prevention strategies provides new avenue for improving vocational training programs and developing primary prevention interventions in occupational health and safety programs that target youth. © 2014 The Authors.

After centuries of rethinking education and learning, the current theory is based on technology's approach to and affect on the planned interaction between knowledge trainers and trainees. Online Tutor 2.0: Methodologies and Case Studies for Successful Learning demonstrates, through the exposure of successful cases in online education and training, the necessity of the human factor, particularly in teaching/tutoring roles, for ensuring the development of quality and excellent learning activities. The didactic patterns derived from these experiences and methodologies will provide a basis for a more powerful and efficient new generation of technology-based learning solutions for high school teachers, university professors, researchers, and students at all levels of education. © 2014 by IGI Global. All rights reserved.

[No abstract available]

Juvenile offenders with substance use problems are at high risk for deleterious long-term outcomes. This study evaluated the capacity of a promising vocational and employment training program in the building sector (i.e., Community Restitution Apprenticeship-Focused Training, CRAFT) to mitigate such outcomes through enhanced employment and education. Participants were 97 high-risk juvenile offenders (mean age = 15.8. years) randomized to CRAFT versus education as usual (EAU) intervention conditions. Multi-method procedures measured employment, education, substance use, mental health, and criminal outcomes through a 30-month post-baseline follow-up. CRAFT was significantly more effective than EAU at increasing rates of youth employment and GED attendance. Intervention effects were not observed, however, for months employed, hours worked, or hourly wage. Measures of youth substance use, mental health symptoms, and criminal activity showed no favorable or iatrogenic effects. The potential of CRAFT was modestly supported, and suggestions were made for future research. © 2013 Elsevier Inc.

The purpose of the study was to identify if performance of speech-language pathology students in problem-based learning (PBL) tutorials could predict subsequent clinical performance evaluated through (a) a non-standardized, custom clinical evaluation form (HKU form) and (b) a standardized competency assessment for speech pathology developed in Australia (COMPASS®). Students' scores from PBL tutorial performance were correlated with scores in clinical placement on both the HKU form and the COMPASS. Significant correlations were found between students' PBL tutorial performance (reflective journals and participation in the tutorial process) and their clinical performance (treatment and interpersonal skills) on the HKU clinical evaluation form. Significant correlations were also found between (a) PBL tutorial performance (participation in the tutorial process) and their clinical performance (all generic and occupational competencies, and the overall score) on the COMPASS, (b) PBL tutorial performance (reading forms) and two occupational competencies on the COMPASS, (c) PBL tutorial performance (reflective journals) and four occupational competencies and the overall score on the COMPASS. The results highlighted the need for validating the assessment for the learning process in PBL tutorials with empirical evidence and the advantage of assessing clinical performance through COMPASS in Hong Kong. Tutors, clinical supervisors and students should be given clear behavioral descriptors for expected performance in PBL tutorials and clinical practice at different year levels. © 2014 Informa UK Ltd. All rights reserved.

Co-operatives are seen to offer alternatives for individuals to improve their livelihoods. However, they have a mixed record, especially in Africa. Initially controlled by the state, many co-operatives did not survive with the advent of structural adjustment policies. However, there is now a revival. In parallel, some countries have policies to engage youth in co-operatives. Can co-operatives, as socially oriented businesses, throw off their history and provide an opportunity for youth? This article examines this question by combining extensive field data from youth co-operatives in Uganda and Lesotho with situated learning and human development theories. It finds that contemporary co-operatives and their networks provide an 'expanded learning space' for youth, although there is differentiation by education and gender and type of co-operative. The article makes a novel contribution to debates about co-operatives in development and their potential to provide an alternative route for youth futures. © 2014 European Association of Development Research.

The laboratory setting is an exciting and gratifying place to teach because you can actively engage the students in the learning process through hands-on activities; it is a dynamic environment amenable to collaborative work, critical thinking, problem-solving and discovery. The guided inquiry-based approach described here guides the students through their laboratory work at a steady pace that encourages them to focus on quality observations, careful data collection and thought processes surrounding the chemistry involved. It motivates students to work in a collaborative manner with frequent opportunities for feedback, reflection, and modification of their ideas. Each laboratory activity has four stages to keep the students' efforts on track: pre-lab work, an in-lab discussion, in-lab work, and a post-lab assignment. Students are guided at each stage by an instructor created template that directs their learning while giving them the opportunity and flexibility to explore new information, ideas, and questions. These templates are easily transferred into an electronic journal (termed the E-notebook) and form the basic structural framework of the final lab reports the students submit electronically, via a learning management system. The guided-inquiry based approach presented here uses a single laboratory activity for undergraduate Introductory Biochemistry as an example. After implementation of this guided learning approach student surveys reported a higher level of course satisfaction and there was a statistically significant improvement in the quality of the student work. Therefore we firmly believe the described format to be highly effective in promoting student learning and engagement. © 2013 by The International Union of Biochemistry and Molecular Biology.

Summary Interprofessional education, learning which brings together different professional groups, helps to prepare practitioners for effective team-based collaborative practice and is now included in all undergraduate training programmes in the health professions. We explore the merits of team-based interprofessional learning, drawing on learning theory and mental health policy. We endorse the use of a practice-based interprofessional education model involving patients in which students experience the complexity of team working and the clinical team gain a more detailed analysis of team processes, which can enhance the quality of patient care. The model has been replicated for undergraduate education in mental healthcare and could easily be used for postgraduate staff. Interprofessional education at postgraduate level could foster the ongoing team-based reflective learning needed to enable mental health services in the UK to adapt to the dramatic changes both in their organisation and in the roles and responsibilities of individual professions.

Apprenticeship is one of those institutions, in common with the university and parliament, that has a history stretching back at least to medieval times. Such longevity immediately suggests a host of basic questions to the historian. Why has apprenticeship lasted so long? What basic human need or needs does it fulfil? Has it fulfilled the same function across the centuries or been subject to considerable changes? Has it, indeed, been a catch-all term to describe a variety of practices which have been, and remain, essentially different? These and other issues are considered in this chapter, which begins with a basic identification of the key elements of apprenticeship in medieval and early modern England. It then proceeds to review the impact upon apprenticeship of the first industrial revolution, and highlights the pupil-teacher apprenticeship scheme of the second half of the 19th century. The 20th century and the recent revival of (modern) apprenticeships are dealt with in other chapters in this book. Finally, some conclusions are drawn. For their comments. é Patrick Ainley, Helen Rainbird and named contributors, 1999.

Fukuoka University Hospital began to employ a resident pharmacist system in 2006. In the present study, to evaluate our resident program, we conducted a questionnaire survey of graduates who completed program as well as staff of the Pharmaceutical Department of this hospital. In addition, based on the results of this survey, we examined the current state and future of postgraduate training programs that can be offered to those who have completed a 6-year pharmacy course. The proportion of residents and staff who responded to the survey was 76.5% (13/17) and 100% (42/42), respectively. Of these two groups, the program was rated as beneficial by 92% and 72%, respectively. Regarding the contents of the training program, both residents and staff highly evaluated guidance on drug management on wards and the preparation of drugs (including anti-cancer agents) because these were useful for actual work. The necessity and usefulness of a resident program under the 6-year course system were also suggested. According to those graduating from a 6-year pharmacy course, a training program should include training instructions for students in a long-term internship during the 1st year, and specialty pharmacist education during the 2nd year. The results of our study suggest that it is advisable to begin to provide graduates on a 6-year course who participate in a resident program with specialized education focused on ward duties from the latter half of the 1st year based on their undergraduate education. © 2014 The Pharmaceutical Society of Japan.