scholarly journals Discourses in Subjective Experience on Rehabilitation

Human Arenas ◽  
2021 ◽  
Author(s):  
Sirpa Ylimaula ◽  
Teemu Suorsa
Keyword(s):  
Subjective Experience ◽  
Personal Transformation ◽  
Living Conditions ◽  
Employability Skills ◽  
Formal Learning ◽  
Reasons For Action ◽  
Access To Education ◽  
Training Conditions ◽  
Social Empowerment ◽  
And Training

AbstractIn Finland, youth workshops support participants’ everyday management, social empowerment and employability skills, facilitating their access to education and work. In this study, we analysed conversations with ten participants about their experiences in non-formal learning workshops in Northern Finland. We explore how participants described personal transformation borne by workshop participation and how the prevalent discourses on youth (un)employment manifest in participants’ reasons for action. In the analysis, we identified (1) how participants assessed their situations; (2) their thoughts, feelings and actions in relation to their situations; and (3) their grounds for these thoughts, feelings and actions. The societal dimension of subjective experience is articulated by identifying the prevalent societal discourses featured in participants’ descriptions. The analysis showed that participants described themselves as vulnerable prior to the intervention and motivated after the intervention. Participants experienced tailored support as being significant in fostering the change. Individual descriptions of how the learning and training conditions were experienced constitute valuable knowledge about the possible ways of acting and experiencing in relation to common structures. With the help of these descriptions, it would be valuable for researchers and participants to continue the conversation about the discourses to enhance the participants’ conscious participation in maintaining and changing their living conditions.

Clinical Update: Pain and Suffering

2003 ◽  
Vol 8 (1) ◽  
pp. 5-5
Author(s):  
Sheila Wendler
Keyword(s):  
Subjective Experience ◽  
Personal Injury ◽  
Treatment Interventions ◽  
Medical Expenses ◽  
Affective Component ◽  
Pain Behaviors ◽  
The Social ◽  
Patient’S Experience ◽  
Pain And Suffering ◽  
And Training

Abstract Attorneys use the term pain and suffering to indicate the subjective, intangible effects of an individual's injury, and plaintiffs may seek compensation for “pain and suffering” as part of a personal injury case although it is not usually an element of a workers’ compensation case. The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), Fifth Edition, provides guidance for rating pain qualitatively or quantitatively in certain cases, but, because of the subjectivity and privateness of the patient's experience, the AMA Guides offers no quantitative approach to assessing “pain and suffering.” The AMA Guides also cautions that confounders of pain behaviors and perception of pain include beliefs, expectations, rewards, attention, and training. “Pain and suffering” is challenging for all parties to value, particularly in terms of financial damages, and using an individual's medical expenses as an indicator of “pain and suffering” simply encourages excessive diagnostic and treatment interventions. The affective component, ie, the uniqueness of this subjective experience, makes it difficult for others, including evaluators, to grasp its meaning. Experienced evaluators recognize that a myriad of factors play a role in the experience of suffering associated with pain, including its intensity and location, the individual's ability to conceptualize pain, the meaning ascribed to pain, the accompanying injury or illness, and the social understanding of suffering.

PROBLEMS OF RURAL GIRL STUDENTS IN HIGHEREDUCATIONAL INSTITUTION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
A. Selvan
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Growing Up ◽  
Access To Education ◽  
Form Discrimination ◽  
Heads Of State ◽  
Girl Students ◽  
Training Opportunities ◽  
And Training

Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: -Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society.Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.

scholarly journals Graduates employability: An exploratory Literature Review

2021 ◽  
Vol 119 ◽  
pp. 05010
Author(s):  
Aniss Moumen ◽  
Nezha Mejjad
Keyword(s):  
Literature Review ◽  
Education And Training ◽  
Experimental Methodology ◽  
Development Model ◽  
Employability Skills ◽  
Career Management ◽  
Conceptual Frameworks ◽  
Graduate Attributes ◽  
Graduate Employability ◽  
And Training

This paper aims to present an exploratory literature review from the “Education and Training” journal indexed in Scopus, which has published 99 articles about “Graduate Employability” from 2005 to 2021. After cleaning, classifying and reading these articles with NVIVO; As a result, we have found that authors utilize: quantitative, qualitative, mixed and experimental methodology to address problems related to graduate attributes, graduate employability skills and constructs, enhance employability, self-employability perception and employers perceptions. Also, we have identified three famous conceptual frameworks to measure graduate employability: the Graduate Employability Development model [1], the CareerEDGE model [2] and the Career Management Employability model [3].

The Significance of Nonformal Education for Volunteers

2020 ◽  
Author(s):  
Bjarne Ibsen
Keyword(s):  
Informal Learning ◽  
Nonformal Education ◽  
Training Programme ◽  
Formal Learning ◽  
Voluntary Work ◽  
The Past ◽  
Educational Programmes ◽  
Comprehensive Survey ◽  
Training Programmes ◽  
And Training

Volunteering plays a significant role in many countries. In an effort to strengthen volunteering, courses and training are given great importance. In this paper, the significance of educational programmes and courses for volunteers is analysed. The analysis is based on data from a comprehensive survey of volunteers in Denmark. One in three of the volunteers have participated in courses or training programmes in conjunction with their voluntary work. The analysis shows that there is a slightly greater probability that volunteers will continue to do voluntary work if—within the past year—they have taken part in a course or training programme related to their voluntary work. The most widespread form of qualification for voluntary tasks is, however, informal learning, that takes place where the volunteer works. The analysis shows that the volunteers attribute less importance to qualifications from courses and programmes than to experiences from “voluntary life” and qualifications from “professional life.” The analysis also shows that non-formal learning is more important for volunteers involved in “activity work” than for those involved in “organization work.” The study gives rise to a discussion of how best to develop and train the voluntary workforce. It may be necessary to focus to a greater extent on informal learning, in other words on developing a culture for learning in the specific context in which the volunteer is involved.

scholarly journals Educational Programs of Universal Design for Preparation and Training of Personnel

2018 ◽  
Vol 7 (4.36) ◽  
pp. 1033
Author(s):  
I. Yu. Mamedova ◽  
. .
Keyword(s):  
Universal Design ◽  
People With Disabilities ◽  
Educational Programs ◽  
Living Conditions ◽  
Training Of Personnel ◽  
And Training

The training of engineering and design personnel capable of taking into account the principles of universal design in their work will allow creating comfortable living conditions not only for people with disabilities in health, but also for certain categories of citizens by taking into account the needs.  

scholarly journals Juventude, formação, cultura e política: a experiência do curso de Residência Agrária jovem em Santa Catarina

2020 ◽  
pp. 1-21
Author(s):  
Fabiana Fátima Cherobin ◽  
Edilaine Aparecida Vieira ◽  
Vagner Luiz Kominkiewicz
Keyword(s):  
Young People ◽  
Working Class ◽  
Youth Participation ◽  
Access To Education ◽  
Santa Catarina ◽  
Rural Workers ◽  
Artistic Training ◽  
Training Activities ◽  
The University ◽  
And Training

The article presents a reflection about the experience of the Young Agrarian Residence course held in Santa Catarina. Its general objective is to understand the importance of training and schooling the youth linked to the MST. Based on the study and analysis of youth participation in the organization and struggles of the working class, with reference to research that addresses this theme, it has been shown that there are still few studies and research that address the youth of the field linked to the MST and that youth, as well as other rural workers, have experienced a long process of exclusion, which is reflected mainly in the absence of access to education, health and culture. Concerned with the training of young people, the MST has sought to make it possible through partnerships to carry out educational and training activities for the youth of the settlements and camps. The Youth Residency course provided young people with moments of political, cultural and artistic training, living in the university, exchanging experiences, understanding and experiencing the contradictions and limits of life in the MST settlements and camps, as well as making it possible to form youth and the strengthening of the Landless identity.

scholarly journals Experiences and Challenges of Foreign Agricultural Workers in Finland

2021 ◽  
Vol 27 (1) ◽  
pp. 13-28
Author(s):  
Tiina E. A. Mattila ◽  
Ulla Ovaska ◽  
Birgitta Kinnunen ◽  
Veli-Matti Tuure ◽  
Jarkko Leppälä ◽  
...  
Keyword(s):  
Social Life ◽  
Occupational Safety ◽  
Work Organization ◽  
Foreign Worker ◽  
Living Conditions ◽  
Foreign Workers ◽  
List Type ◽  
Key Factor ◽  
Working And Living Conditions ◽  
And Training

HighlightsBetter control of musculoskeletal workload remains a key factor in improving working conditions on Finnish farms.Orientation and training of workers should be carefully prepared with attention to content, method, and timing.Continued training is needed, especially for foremen and the increasing number of long-term foreign workers.Abstract. Foreign workers have become an important part of the workforce on horticulture and livestock farms in Finland. The aim of this study was to investigate the experiences of foreign workers regarding their working and living conditions. We conducted semi-structured theme interviews during two time periods: in 2008-2009 (n = 40 workers on eight farms) and again in 2018-2019 (n = 9 workers on four farms). We found variations in expectations and goals among workers when they take a job abroad. Compelling factors in the origin country included unemployment, low wages, and low standards of living, and enticing factors in the destination country included social relationships and expectations of better income. Personal networks had a strong role in the recruiting processes. Work on farms is physically demanding, and being a foreign worker affects social life in many ways, such as being separated from family and facing pressures from the home community to arrange jobs for others. New communication technologies have improved possibilities to stay in contact. Employers could contribute to better working and living conditions for foreign workers by improving work organization, ergonomics at work, orientation of new workers, and continued training of supervisors. Worker orientation and training should be carefully planned, taking into consideration the limited language skills, work competence requirements, and possibilities for career advancement of the workers. Keywords: Descriptive study, Foreign farm workers, Horticulture, Occupational safety.

scholarly journals Assessing work-based values: The missing link in improving youth employability

2021 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Andrew Paterson ◽  
Roelien Herholdt ◽  
James Keevy ◽  
Bina Akoobhai
Keyword(s):  
College Students ◽  
South Africa ◽  
Decision Making ◽  
Technical Skills ◽  
Assessment Instrument ◽  
Employability Skills ◽  
Vocational Education And Training ◽  
Real Work ◽  
And Training ◽  
Insight Into

Technical and Vocational Education and Training (TVET) colleges are intended to equip youths with work-relevant skills, but the capacity of the labour market to absorb them is limited and South Africa has high levels of unemployment. Employers argue that young work-seekers from TVET colleges may well possess technical skills but lack employability skills, including appropriate work-based attitudes and values. In response to this scenario, a team of experts designed a short, interactive programme for TVET college students to acquire an improved understanding of and insight into their own values and how these inform their behaviour in the workplace. The values selected were respect, accountability, self-improvement and perseverance. The programme’s intended outcome was to increase the participants’ awareness of the link between values and their actions so that they could improve their own decision-making and their relationships with colleagues in the workplace. Following this programme, the students were afforded a period of workplace exposure during which they were required to reflect on their experience and how workplace behaviour revealed their own and work colleagues’ underlying values. A crucial challenge for the project team was to be able to measure any impact on the participants’ understanding of the values and how this understanding might guide their behaviour. The focus of this article is on how the assessment instrument was conceptualised, designed and piloted in South Africa and Kenya. The instrument was required to measure effectively any changes in the participants’ understanding of the meaning of each value and the adjustments in their ability to apply the values in real work-based scenarios.

scholarly journals Thirty years of distance education: Personal reflections

2010 ◽  
Vol 11 (2) ◽  
pp. 100 ◽  
Author(s):  
Terralyn McKee
Keyword(s):  
Distance Education ◽  
Change Management ◽  
Education And Training ◽  
Identity Crisis ◽  
Access To Education ◽  
Theoretical Frameworks ◽  
Modern Distance Education ◽  
Student Access ◽  
Personal Reflections ◽  
And Training

This paper reflects on the evolving experience of modern distance education (DE) as a field of practice for professionals and as a medium for student access to education and training. The writer’s 30 years in the field, as both teacher and student, has coincided with the five-stage evolution of DE delivery defined by Taylor (1995-2010). The author considers the perceived identity crisis and diverse theoretical frameworks of the field since the 1980s as well as the need for new levels of change management that will enable the tools, technologies, and emerging systems of DE to create the flexibility, responsiveness, and networking that the students require and that the teachers need to learn.

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