School Work Tasks as Simulated Work Experience

1987 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
A.G. Watts ◽  
Ian Jamieson ◽  
Andy Miller
Keyword(s):  
Work Experience ◽  
School Work ◽  
Work Tasks

scholarly journals Psychological Characteristics of Subjects of Extreme Activity Depending on The Length of Service and Work Experience

2021 ◽  
Vol 20 (2) ◽  
pp. 54-62
Author(s):  
Svetlana V. Kotovskaya ◽  
Keyword(s):  
Interpersonal Relationships ◽  
Work Experience ◽  
Spent Nuclear Fuel ◽  
Psychological Characteristics ◽  
Professional Activity ◽  
Length Of Service ◽  
Air Traffic Controllers ◽  
Work Tasks ◽  
The Subject ◽  
Professional Resiliency

Professional activity, which includes an extreme component at the content level, is a special type of activity with the presentation of increased physical, psychological and psychophysiological requirements for a person, the consideration of which contributes to the successful performance of service and work tasks and the prevention of psychosomatic, psychovegetative and pathological organizational changes of the subject. The purpose of the study is to identify the psychological characteristics of the subjects of extreme activity, depending on the length of service and work experience. To achieve the goal of the study, we studied 508 male respondents whose professional activity contained an extreme component (military air traffic controllers, ground-based and deck-based transport and fighter pilots, surface sailors, submariners, firefighters, specialists engaged in the disposal of spent nuclear fuel, participants in combat operations). As a result of the study, it was found that with an increase in the length of service and work experience, interpersonal relationships are transformed in specialists of extreme profile, personality qualities and characterological features change. Professional resiliency does not change in the course of official and labor activity

Learn to Earn: A School Work-Experience Program

1973 ◽  
Vol 67 (5) ◽  
pp. 219-221
Author(s):  
Dennis J. Huber
Keyword(s):  
Work Experience ◽  
Residential School ◽  
School Work ◽  
Sheltered Workshop ◽  
Time Work ◽  
Part Time ◽  
Part Time Work ◽  
Work Experience Program

Students at a residential school for the blind are provided part-time work experience in the sheltered workshop operated by an agency for the blind. The guidelines by which the program is operated are included, as are the present plans for modifying and improving it.

Social Class and the Hidden Curriculum of Work

1980 ◽  
Vol 162 (1) ◽  
pp. 67-92 ◽  
Author(s):  
Jean Anyon
Keyword(s):  
Elementary Schools ◽  
Social Class ◽  
Theoretical Approach ◽  
Hidden Curriculum ◽  
Theory And Practice ◽  
Social Setting ◽  
Student Work ◽  
School Work ◽  
Profound Implication ◽  
Work Tasks

This article discusses examples of work tasks and interaction in five elementary schools in contrasting social class communities. The examples illustrate differences in classroom experience and curriculum knowledge among the schools. The paper also assesses student work in each social setting in the light of a theoretical approach to social class analysis. It is suggested that there is a “hidden curriculum” in school work that has profound implication for theory—and practice—in education.

scholarly journals Research Area, Work Experience And Parents’ Completed Higher Education Within Scientists’ Intellectual Leadership in Higher Education: Which Roles Matter?

2016 ◽  
Vol 12 (25) ◽  
pp. 9
Author(s):  
Vilma Zydziunaite
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Pilot Study ◽  
Work Experience ◽  
Social Research ◽  
Research Area ◽  
Public Intellectual ◽  
School Work ◽  
Education School ◽  
Intellectual Leadership

Scientists as intellectual leaders are seen through their expertise and the scope of knowledge. The research issue in this pilot study was related to scientists‘ working in higher education schools and focused on intellectual leadership, which consists of different roles. The participants of the pilot study were researchers with acquired PhD. Data collection were accomplished by implementing the questioning survey from 2015-06-02 to 2015-06-30. In total 138 respondents filled in the instrument, but for data analysis were suitable 131 instrument. For data analysis were applied descriptive statistics, correlation analysis (Spearman), ANOVA, and Cronbach’s alpha was calculated. Findings showed that the roles of the advocate and critic for researchers from social sciences were more worth than for researchers from other research areas. The lowest assessments were related to the role of the mentor nevertheless of the scientist’s research area. Results revealed that more experienced scientists in higher education area more value the roles of academic citizen and public intellectual. The roles of ambassador, critic, advocate were assessed more positively by scientists one of whose parents was educated in higher education school. Intellectual leadership of a scientist in higher education is about everyday learning. The particular roles of a scientist are not in position of status quo. The core messages from this pilot study are the following: scientists from social research area see more complex their roles in higher education school; work experience of the scientist in higher education and the completed higher education of scientist’s parents matter.

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