The Part-Time Game

1977 ◽  
Vol 7 (3) ◽  
pp. 22-24
Author(s):  
Richard Sigwalt
Keyword(s):  
General Education ◽  
Teaching Experience ◽  
Full Time ◽  
Full Time Equivalent ◽  
Wide Range ◽  
Part Time ◽  
General Education Courses ◽  
The One ◽  
Internship Programs ◽  
Science Departments

More and more frequently the Africanist who wins a tenure track position (hereafter termed a “real job”) is the one who offers something besides an impressive area expertise. Prestige universities are rarely hiring, and the few jobs opening up nowadays are usually at four-year colleges and two-year institutions which cannot, or firmly believe they cannot, accomodate full-time Africanists however much they may want African offerings in their programs. Faced with declining numbers of majors and insistent administrative demands for high body counts, or Full-Time-Equivalent (FTE) students, humanities and social science departments and divisions are looking for versatility in the personnel they hire. Teachers must be able to handle both general education courses attractive to underclassmen and a wide range of electives which will simultaneously challenge majors and attract non-majors looking for courses to fill out their schedules. Successful candidates to such positions have often overcome an academic Catch 22 publicized in many job advertisements—applicants seeking their first real job “must have one or two years prior full-time teaching experience”—by playing the part-time game, which has in recent years taken on many of the attributes of formal internship programs in other professions. For all the game’s drawbacks, the candidate for a real job who has played the part-time circuit well enjoys a major advantage over competitors who have not played it at all or who have played it badly, for a few very strong recommendations from superiors at places where a person has taught part-time can put that candidate in the running even for real jobs advertised as demanding prior full-time experience.

Changing labour market risks in the service economy: Low wages, part-time employment and the trend in working poverty risks in Germany

2018 ◽  
Vol 29 (1) ◽  
pp. 115-129 ◽  
Author(s):  
Jan Brülle ◽  
Markus Gangl ◽  
Asaf Levanon ◽  
Evgeny Saburov
Keyword(s):  
Labour Market ◽  
Service Economy ◽  
Full Time ◽  
Market Risks ◽  
Part Time ◽  
Minor Part ◽  
The One ◽  
Working Poverty ◽  
A Minor ◽  
Low Wages

The article presents an analysis of the development of labour market risks in Germany in light of changing working poverty risks. Low hourly wages and part-time employment are identified as the main demand-side-related mechanisms for household poverty. Their measurement and development are discussed as well as their contribution to trends in working poverty risks. A rise in low wages, especially among part-time employed households, was decisive for the increase in working poverty risks in Germany by 45% between the end of the 1990s and the end of the 2000s. We therefore study these trends more closely in the multivariate analysis. The results show that while low wages are unequally distributed across occupations and industries, shifts in employment between sectors explain only a minor part of the change in low wages. However, they reveal a polarization of low-wage risks by skill-level and sector of employment, on the one hand, and full-time and part-time employees, on the other hand.

scholarly journals La situation de l'emploi chez les finissants francophones des institutions de formation à l'enseignement de l'Ontario

1995 ◽  
Vol 25 (1) ◽  
pp. 63-78
Author(s):  
Yves Herry ◽  
Denis Levesque ◽  
Laverne Smith ◽  
David Marshall
Keyword(s):  
Teacher Education Program ◽  
French Language ◽  
Full Time ◽  
Language Teacher Education ◽  
Teaching Position ◽  
Part Time ◽  
Teaching Positions ◽  
One Year ◽  
The One

The employment status of 420 Francophone students who graduated in 1991 from an Ontario French-language teacher education program was assessed, one and two years after graduation. One year after graduation, 265 graduates (63%) held full-time teaching positions; 38 (9%) held part-time teaching positions; and 63 (15%) were working as supply teachers. At the two-year follow-up, 6 percent of the respondents who were not employed as teachers at the one year follow-up had signed teaching contracts; whereas 12 percent who had held a teaching position a year earlier had lost their teaching jobs. Fifty seven percent of the respondents were found to be employed as teachers at both the one- and two-year follow-ups. Twenty-five percent of the sample had failed to secure a teaching position at either follow-up.

The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education

2021 ◽  
Author(s):  
Anastasiya Frantseva
Keyword(s):  
Mathematical Logic ◽  
General Education ◽  
Primary Education ◽  
Full Time ◽  
State University ◽  
Professional Skills ◽  
Video Lectures ◽  
Analysis And Synthesis ◽  
Part Time Students ◽  
Part Time

The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

scholarly journals Part-Time Farming: Productivity and Some Implications of Off-Farm Work by Farmers

1981 ◽  
Vol 13 (2) ◽  
pp. 61-67 ◽  
Author(s):  
Surendra P. Singh ◽  
Handy Williamson
Keyword(s):  
Farm Labor ◽  
Full Time ◽  
Farm Families ◽  
Farm Work ◽  
The Face ◽  
Part Time ◽  
Agricultural Industries ◽  
The One ◽  
Major Adjustment

The technological revolution in agriculture has produced a structural transformation in fanning that has changed the face of rural America. With improved technology and long-term U.S. economic growth, one major adjustment has been a reallocation of labor between farm and non-farm labor markets. After 1948, long-term economic forces created prospects of higher incomes in the non-farm sector. As a result, a large proportion of both white and black families ceased farming and took non-farm jobs. However, a number of other farm families have continued to work their farms, but have also taken off-farm jobs to supplement their income. Krasovec describes part-time farming as a regular two-fold occupation of the head of the family. That person may, on the one hand, be working permanently in non-agricultural industries either as an employee or as an independent craftsman, merchant or member of a profession, and on the other, in agriculture on a holding not large enough to justify a full-time occupation.

scholarly journals Services and staffing practices in academic health sciences libraries serving college of osteopathic medicine programs: a mixed methods study

2020 ◽  
Vol 108 (3) ◽  
Author(s):  
Joanne M. Muellenbach ◽  
Wendy C. Duncan ◽  
Cheryl Vanier ◽  
Lisa A. Ennis ◽  
Anna Yang
Keyword(s):  
School Administrators ◽  
Health Sciences ◽  
Osteopathic Medicine ◽  
Full Time ◽  
Library Directors ◽  
Full Time Equivalent ◽  
Academic Health ◽  
Study Results ◽  
Wide Range ◽  
College Of Osteopathic Medicine

Objective: This study describes and assesses services, staffing practices, and trends in academic health sciences libraries that serve accredited college of osteopathic medicine (COM) programs in the United States.Methods: The study was conducted in three phases. In phase one, the investigators collected data on library services and staffing through the publicly facing websites of the COM libraries. In phase two, thirty-five COM library directors were invited to complete a survey regarding their services, staffing, supported programs, and students served. In phase three, seven COM library directors participated in phone interviews regarding services that increased their visibility, their motivation to offer expanded services, adequacy of staffing, and competencies required for new librarian roles. The investigators incorporated the Medical Library Association (MLA) competencies as a framework to structure the results.Results: Phase one identified 35 COM libraries serving between 162 and 8,281 students. In phase two, 30 out of a possible 35 survey respondents indicated that the top services offered or considered by COM libraries were in the MLA competency areas of “Instruction & Instructional Design” and “Evidence-Based Practice & Research.” In addition, we discovered that COM libraries had a median of 10 full-time equivalent (FTE) staff per 1,000 students. Phase three data revealed that library directors attributed their libraries’ success to the skills and talents of their staff, the wide range of resources and services they offered, and the desirability of their physical spaces. Library directors identified skills in the same MLA competency areas as phase two, as well as in the MLA competency areas of “Information Management” and “Leadership & Management,” as being desirable for new staff.Conclusion: The study results provide information for medical school administrators and library directors to help identify trends across US osteopathic medical schools in order to justify the need for additional services and staffing. These results can assist medical and library leadership in COM schools in planning for their future academic health sciences libraries. Finally, the findings could assist programs in library and information sciences in redesigning their curriculums based on the MLA competencies for students who seek future careers in academic health sciences libraries.

De Nieuwe Part-Time Opleiding Tot Leraar Mvt

1984 ◽  
Vol 18 ◽  
pp. 146-158
Author(s):  
Johan Matter
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Foreign Language ◽  
General Education ◽  
Teaching Profession ◽  
Full Time ◽  
Part Time ◽  
Time Courses ◽  
New Situation ◽  
Second Degree

In the Netherlands, one of the ways of getting a teaching qualification is via a variety of evening courses, named LO, MO-A and -B, which were meant originally for career-minded primary-school teachers· This part-time curriculum takes the student at least 3+2+4=9 years, and will bring him a third, second or first degree of qualification. The third degree enables him to teach in the lower secondary schools (LBO, MAVO), the second degree in the lower grades of the higher secondary schools, the first degree, equivalent to the qualification obtainable at universities, in all the forms of secondary schools. The programmes in these courses, some of which are as much as a hundred years old, had a reputation of solid traditionalism. In the early seventies new institutes for teacher training (NLO-institutes) were created, which allow the student in full-time courses to get a second and third degree in two different subjects. These institutes were based on a new educational philosophy and were more oriented towards the teaching profession than the traditional part-time courses. In 1978, the minister of Education allowed the old MO-institutes to renew themselves in order to become up-to-date training institutes. This article describes the operation that this decision implied-The restructuring of the LO-MO-A had to take place according to the so-called Y-model. After a first preparatory year the student passes a preparatory exam which has a diagnostic function, both for him and the Institute. After two years of study the student has to choose between two options: the general education option and the teacher training option. In the modern language field the general option leeds to careers in which a thorough knowledge of a specific foreign language and foreign-language culture is required, such as in journalism or in industry. The article, however, limits itself to the teaching option for modern languages. If one compares the new situation with the old one, one finds the following more or less fundamental differences: - Whereas vast differences could be observed in the nature of the curricula for the respective languages in the old situation, the objectives for the new curricula were defined along the same lines which allows for a maximum of comparability. - In the new situation the student gets a third degree after three years, and a second degree after one more year· - Great importance is attached to oral and written skills, much less to grammar and translation. - Unlike the situation of old, every element in the curriculum should be legitimized to a large extent by its relevance to teaching. - Foreign language culture is taught with an emphasis on today's political, social and cultural manifestations. - The most profound break with the past is that 25 per cent of the curriculum is devoted to general didactics and language pedagogy.

Ready-to-Teach Online Courses

2017 ◽  
pp. 232-252
Author(s):  
Pamela K. Quinn ◽  
Diane Mason ◽  
Kaye Shelton
Keyword(s):  
Phenomenological Study ◽  
Online Courses ◽  
Teaching Experience ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Full Time ◽  
Teaching Online ◽  
Professional Needs ◽  
Part Time ◽  
Structural Descriptions

The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.

Does Physician Gender Impact the Clinical Productivity and Salaries of Obstetrician-Gynecologists?

2019 ◽  
Vol 15 (3) ◽  
pp. 223-229 ◽  
Author(s):  
Cindy Y. Zhang ◽  
Diane M. Cole ◽  
Marci G. Adams ◽  
Richard K. Silver
Keyword(s):  
Repeated Measures ◽  
Student Interest ◽  
Full Time ◽  
Patient Encounter ◽  
Full Time Equivalent ◽  
Physician Gender ◽  
Significant Difference ◽  
Total Productivity ◽  
Information Work ◽  
The One

Background: Male medical student interest in the field of obstetrics-gynecology has significantly decreased in the last three decades. A perceived patient preference for female obstetrician- gynecologists (Ob-Gyn) and subsequent gender differences in clinical productivity and compensation may influence this trend. Objective: To explore how provider gender affects clinical productivity and salary among obstetrics- gynecology generalists. Methods: An analysis of productivity and salary data for generalist Ob-Gyns employed by an academic integrated health system was performed. Gross charges, net collections, physician payroll information, work relative value units (wRVUs), new and existing patient encounter volumes and clinical full-time equivalent (FTE) status were compared year over year by physician gender using a repeated measures ANOVA test. Results: On average, male providers earned a numerically higher salary in each year studied, but when the entire timeframe was evaluated, there was no significant difference in salary nor total productivity between women and men (p=0.19 and 0.15, respectively). There was a gender difference in how total productivity was achieved, with women seeing twice as many new patients (p= 0.0025), and men achieving higher average wRVUs per patient encounter (p=0.02). Conclusions: There was no significant difference in total productivity and there was no significant difference in salaries between male and female Ob-Gyns. However, there were differences in the type of care that contributed to productivity by gender. Female providers saw a higher proportion of new patient encounters, while male providers accrued a higher wRVU per encounter, likely as a result of higher procedure volumes. These findings are an encouraging sign that men are not disadvantaged in terms of productivity in obstetrics-gynecology and that compensation models such as the one in this system can promote fair payment in mixed-gender physician groups.</P>

scholarly journals Organisation and supply chain for quality control in luxury companies

2014 ◽  
Vol 18 (2) ◽  
pp. 206-230 ◽  
Author(s):  
Alessandro Brun ◽  
Antonella Moretto
Keyword(s):  
Supply Chain ◽  
Full Time ◽  
Content Type ◽  
Critical Elements ◽  
Exploratory Approach ◽  
Part Time ◽  
Quality Issues ◽  
Main Determinants ◽  
The One

Purpose – The purpose of this paper is to identify the organisation of the quality department and the management of the supply chain (SC) used by luxury companies to achieve quality requirements. Design/methodology/approach – The paper follows an exploratory approach using a case-based methodology. Data are collected through eight case studies with French luxury companies. Findings – The paper offers insights into the management of quality for luxury companies. The paper illustrates the main determinants of the adoption of the specific quality organisations; moreover, the paper identifies the main approaches adopted by luxury companies at the SC level to control the quality along the whole chain. For example, the paper raised that all accessible and aspirational luxury companies present a full-time quality department whereas a part-time approach is identified for high-luxury companies. In high-luxury companies, quality issues are perceived as critical elements to be monitored not just by one specific department but by each and every company employees; on the contrary, in the other companies the approach towards quality is more similar to the one of mass-market companies. Research limitations/implications – The research provides initial insights into the important role of quality in luxury companies. To date, the analysis is predominantly qualitative and not sufficiently statistically significant to generalise the results. Practical implications – This paper raises a number of important issues for luxury companies who are not advance yet in structurally managed quality issues into their companies but especially their SCs. Originality/value – This paper is one of the first attempts to study quality management specifically applied to luxury companies, with a main focus on the organisation of the quality department as well as the SC.

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