Prevention of Vocational Disabilities through Comprehensive Planning

1970 ◽  
Vol 64 (2) ◽  
pp. 53-59
Author(s):  
Benjamin J. Pumo
Keyword(s):  
Work Experiences ◽  
Blind Person ◽  
Comprehensive Planning ◽  
Work Activities ◽  
Occupational Knowledge ◽  
Personal Skills ◽  
Blind Persons ◽  
Normal Work

□ Rather than being prevented from becoming involved in so-called normal work activities, blind persons should be encouraged to explore, evaluate, and expose themselves to a much broader variety of work experiences. In this way, the blind person will be much better equipped to select a vocational goal more easily as well as more realistically. Early concentration on the development of personal skills and occupational knowledge should be initiated and supported by the vocational consultant. The responsibility then is to work toward altering the emphasis in work for the blind from one of inability to perform competitively to one of almost limitless potential. Only such positive concepts can help to turn the tide for the blind worker and result in the prevention of vocational disabilities.

Job-Search Activities, Job-Seeking Barriers, and Work Experiences of Transition-Age Youths With Visual Impairments

2021 ◽  
pp. 0145482X2110591
Author(s):  
Jennifer L. Cmar ◽  
Anne Steverson
Keyword(s):  
Job Search ◽  
Parental Support ◽  
Visual Impairments ◽  
Work Experiences ◽  
Job Seekers ◽  
Short Term ◽  
Work Activity ◽  
Transition Age ◽  
Work Activities ◽  
Job Seeking

Introduction: The purpose of this study was to describe the job-seeking and work experiences of transition-age youths with visual impairments. Methods: We analyzed follow-up data from a quasi-experimental study of a job-search intervention conducted from 2016 to 2019. Participants were 88 youths with visual impairments from three states; approximately half received the job-search intervention, and the other half served as a comparison group. Measures included job-search activities and outcomes, job-seeking barriers, volunteer and work experiences, and parental support for job-seeking. Results: Commonly reported job-search activities were preparing or revising resumes, talking to people about jobs, submitting applications, and submitting resumes, but most participants performed these activities infrequently. Many job-seekers encountered barriers during their job search, and few searches resulted in paid employment. Participants generally reported moderate levels of preparation to handle job-seeking barriers and parental support for job-seeking. Intervention and comparison participants had similar results on most measures, with few exceptions. Discussion: When youths actively search for a job but do not find one, their motivation to continue job-seeking may be reduced, particularly if their preparedness to overcome job-seeking barriers is low. Although many participants had some engagement in volunteer or work activities, short-term work experiences were the most common—and perhaps most misunderstood—work activity. Implications for practitioners: Youths with visual impairments may benefit from feedback on their job-seeking approach, application materials, and interview skills so they can make changes and determine how to focus or refocus their efforts. In addition to offering feedback, service providers can provide ongoing support to youth job-seekers and encourage them to persist in their job search. Explicit discussions about different types of work activities may help transition-age youths understand how short-term work experiences differ from paid jobs.

In Business It's Always Been About the Social Capital

2019 ◽  
pp. 62-80
Author(s):  
Geoff W. Mackey
Keyword(s):  
Social Capital ◽  
Added Value ◽  
Work Experiences ◽  
Bottom Line ◽  
Balance Sheets ◽  
Management Learning ◽  
Corporate Organization ◽  
The Social ◽  
Selling Point ◽  
Normal Work

The author works within a corporate organization and critically evaluates the development of effective and valuable business relevant personal relationships and networks. Although this may not appear on balance sheets, they can have a significant impact on the bottom line – such relationships may even be an organization's unique selling point (USP) in its environment. Real work experiences have been and are reflected upon in relation to theoretical conceptualizations of social capital and social modes of knowledge production. Working managers need to develop from normal work situations and consider their added value. This chapter considers the development of social capital and its strategic nature in business along with action research and reflection as experiential management learning. It is lastly of note that although the implications of social capital is reflected upon and discussed, no definitive value or measurement for such relationships or management learning is proposed.

A Deaf-Blind Man on the Job and at Home

1957 ◽  
Vol 51 (6) ◽  
pp. 255-257
Keyword(s):  
Daily Activities ◽  
Blind Person ◽  
Recent Letter ◽  
Blind Persons ◽  
At Home ◽  
Union College

Among the New Outlook's purposes is that of publishing, from, time to time, material indicating in a practical way how blind persons perform their professional jobs and other routines. In a recent letter to Miss Annette Dinsmore at AFB, reprinted below, Richard Kinney, of the staff of the Hddley Correspondence School, provides a sparkling recital of his work at that school as well as of his daily activities, which is suggestive of the versatility and resourcefulness that stand in such good stead for a blind person. There is an even far greater impact in Mr. Kinney's achievements and his irrepressible zest in the knowledge that he functions with a double handicap of deafness as well as blindness. Mr. Kinney graduated summa cum laude from Mt. Union College in 1954, and was valedictorian of his class.

scholarly journals PROPUESTA DE UN PROGRAMA DE COMUNICACIÒN INTERPERSONAL DE DOCENTES PARA LOGRAR EL CRECIMIENTO DE LA INSTITUCIÒN EDUCATIVA SANTA ROSA –TARAPOTO / A PROPOSAL OF AN INTERPERSONAL COMMUNICATION PROGRAM OF TEACHERS TO ACHIEVE GROWTH AT SANTA ROSA SC

LOGOS ◽  
2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Mg. Mary Luisa Vásquez Arce
Keyword(s):  
Interpersonal Communication ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Work Experiences ◽  
Educational Work ◽  
Educational Management ◽  
Work Activities ◽  
Overtime Work ◽  
Communication Program ◽  
Labor Skills

RESUMEN La presente investigación titulada: UNA PROPUESTA      DE   UN    PROGRAMA DE COMUNICACIÒN INTERPERSONAL DE DOCENTES PARA LOGRAR EL CRECIMIENTO DE LA INSTITUCIÒN EDUCATIVA SANTA ROSA –TARAPOTO , surgió en función a la observación y vivencias laborales de la autora, quien comprendió la “gran” necesidad de realizar una investigación para contribuir, desde los estudios de postgrado, para contribuir al desarrollo de dicha institución.En las instituciones, sobre todo, educativas, existe la necesidad de mejorar la comunicación “para un mejor desempeño laboral”. Es evidente que en la institución educativa Santa Rosa, no existe coordinación de acciones entre directores y docentes, manifestándose en la improvisación de las actividades, los docentes sienten temor a las represalias por lo que, no expresan sus puntos de vista y si algunos lo hacen, estos no son tomados en cuenta por los directores, existe un sinnúmero de actividades que demandan horas de trabajo extra por parte de los docentes, quienes se sienten desmotivados, agobiados e incomprendidos. Al no existir fluida comunicación entre directores y docentes, ocasionándose un malestar institucional lo cual limita el normal desarrollo académico y por consiguiente obstaculiza el crecimiento institucional. Para solucionar este problema han de desarrollarse talleres de comunicación interpersonal, previa descripción de la comunicación y el análisis del crecimiento, en relación a las teorías de comunicación, administración y gestión educativa, integrando actitudes y valores hacia el crecimiento de la I.E. “Santa Rosa” para finalmente diseñar una propuesta innovadora, que optimice la gestión educativa de la mencionada institución. Asimismo, los resultados informan que es necesario que los directores brinden confianza a los docentes, planificando talleres de comunicación…interpersonal y promuevan la evaluación sobre la participación de los mismos en el quehacer educativo; ello permitirá replantear los mecanismos de gestión para lograr el crecimiento de la Institución en mención. ABSTRACT The present investigation called “A proposal of an interpersonal communication program of teachers to achieve growth at Santa Rosa School– Tarapoto”2005 sprang from observations of the author´s work experiences, who understood the need of making an investigation to contribute from post degree studies to the development of that institution. There is a need to improve the communication labor skills, mainly in educational institutions. It is clear that the lack of coordination between Principals and Teaching Staff has caused improvisation of activities in Santa Rosa School. Teachers do not express their view due to feelings of reprisal from the principal, if someone does; He is not taken into account. There are lots of overtime work activities performed by teachers, who feel de-motivated, overwhelmed and misunderstood.  In the absence of fluid communication between principals and teachers an institutional malaise arises which limits the normal academic development and therefore it hampers the institutional growth.To solve this problem, interpersonal communication workshops need to be started. integrating attitudes and values towards the “Santa Rosa” I.E. growth to finally design a innovative proposal that optimizes the institution’s educational management. Also, the results report that the principals need to provide confidence to teachers, they should plan workshops communication and promote the evaluation of docent’s participation in the educational work; these will allow rethinking the administration mechanisms to achieve the growth of the institution in mention.

scholarly journals Analysis of Musculoskeletal Disorders (MSDs) of Pharmaceutical Workers

2021 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Ade Sri Mariawati ◽  
I Putu Gede Adiatmika ◽  
Nyoman Adiputra ◽  
I Wayan Surata
Keyword(s):  
Musculoskeletal Disorders ◽  
Musculoskeletal Complaints ◽  
Work Activities ◽  
Work Attitude ◽  
High Repetition ◽  
Work Posture ◽  
Frequency Level ◽  
Index Terms ◽  
Body Map ◽  
Normal Work

Pharmaceutical work activities have a high repetition level with a work attitude of standing for 8 hours potentially causing musculoskeletal complaints, which can occur despite the normal work posture. This study aims to determine musculoskeletal disorders (MSDs) and the level of MSDs based on what categories are felt, the level of complaints, the level of frequency, and the severity. The research design using the questionnaire Nordic Body Map. The study was conducted in 17 pharmacies on 54 pharmaceutical workers. The results obtained by MSDs complaints based on what categories of pain statements obtained (43.2%), cramps (16.13%), aches (53.5%). The category of complaint level obtained statement rather sick (55.9%), sick (33.5%). The category of frequency level obtained by the statement that occurs 1 to 2 times per week (56.5%), and every day (10.6%). And the severity category states that the perceived complaint is still working (49.06%) and uncomfortable (47.1%). Index Terms— Muscle Fatigue, MSDs, Nordic Body Map, Pharmacist Assistant

Deaf-Blindness and the Institutionalization of Special Education in Nineteenth-Century Europe

2018 ◽  
Author(s):  
Pieter Vierestraete ◽  
Ylva Söderfeldt
Keyword(s):  
Nineteenth Century ◽  
Special Education ◽  
Case Studies ◽  
Western Europe ◽  
Careful Analysis ◽  
Sensory Experience ◽  
Blind Person ◽  
Early Nineteenth Century ◽  
Blind Persons

Careful analysis of underexplored and neglected case studies demonstrates how an initial interest in the behavior and constitution of early-nineteenth-century deaf-blind persons gradually made possible a professional and impersonal approach. The deaf-blind person in the early nineteenth century had been a creature of mostly unrefined, but therefore authentic, sensory experience, whose reduction to the supposedly simpler senses of smell, touch, and taste made the basic nature of humankind appear more clearly. In contrast, the educated deaf-blind person later in the century was a vessel for the display of pedagogic expertise. The institutionalization of special education for deaf-blind persons in western Europe thus can be characterized by a shift from listening to the “sound” of deaf-blind persons to a mere repetition of the discursive “noise” of professionals.

Meeting the Vocational Needs of the Older Blind Person

1975 ◽  
Vol 69 (5) ◽  
pp. 218-225
Author(s):  
Thomas W. Dickey
Keyword(s):  
Older Workers ◽  
Work Experience ◽  
Statistical Data ◽  
Blind Person ◽  
Past Work ◽  
Placement Services ◽  
Blind Persons ◽  
Relationship Of ◽  
The Relationship

The vocational placement of blind persons who are 65 years of age or older presents the counselor with an unusual challenge. The statistical data on the desirability of hiring older workers is reviewed, along with pointers on responding to employers’ objections. Older blind persons who desire remunerative employment fall into four groups, each requiring a different level of placement services: minimal, average, sheltered, and special. The relationship of past work experience to new job possibilities is also explored.

Intelligent Mobility Cane for People Who are Blind and Deaf-Blind: A Multidisciplinary Design Project That Assists People With Disabilities

2015 ◽  
Author(s):  
Patricia Iglesias Victoria ◽  
Gary Behm ◽  
Tae Oh
Keyword(s):  
Force Feedback ◽  
Vision Loss ◽  
Low Cost ◽  
Physical World ◽  
Light Weight ◽  
Blind Person ◽  
Ability To Work ◽  
Surrounding Environment ◽  
White Cane ◽  
Blind Persons

Vision loss knows no boundaries; it can affect anyone, of any age, income level, race, or ethnic background, at any time. Regardless of the level of visual impairment, vision loss can impact a person’s life and their ability to complete everyday tasks. One of the greatest challenges that a blind or deaf blind person faces is the ability to navigate safely and independently through the physical world. Traveling with little or no vision at all can be challenged and inaccessible, limiting the ability to work, go to school, take care of personal needs, or socialize with others. The purpose of this paper is to describe and discuss a multidisciplinary project to design and build a low cost, light weight “Intelligent Mobility Cane” prototype that will aid deaf-blind and blind persons in navigating surroundings via real-time tactile and directional force feedback and guidance. The system is designed for providing information about a physical surrounding environment to a user. The solution developed by the team is a handle that attaches to a white cane and provides directional feedback to the user using a roller assembly. The roller assembly uses four bearings that rotate in one direction or another to indicate the direction the user should move to avoid obstacles. A vibration motor with different patterns of vibration is also embedded in the handle to warn about objects at upfront. The ultra-sonic sensors are used to convey the information of the environment to the handle itself. The finished cane physically resembles a conventional cane therefore allowing the user to still be able to sweep the cane, tap and feel the ground. To evaluate the performance and usability of the designed handle, the authors visited Association of Blind and Visual Impaired Association, where they formed a group of blind and deaf-blind evaluators. The result of the evaluations was positive and several suggestions were shared by the group to improve the cane.

The Psychosocial Effects of Blindness: Implications for Program Planning in Sex Education

1974 ◽  
Vol 68 (5) ◽  
pp. 201-209
Author(s):  
Geraldine T. Scholl
Keyword(s):  
Sex Education ◽  
Family Life ◽  
Developmental Process ◽  
Program Planning ◽  
Blind Person ◽  
Psychosocial Effects ◽  
Developmental Needs ◽  
Planning Stage ◽  
The Individual ◽  
Blind Persons

The initiation of programs in sex education and family life in schools and agencies serving blind persons requires that consideration be given during the program planning stage to identification of developmental needs. Selected factors in the physical, mental, emotional, and social developmental process are described and related to certain aspects of program planning. The influence of variables related to blindness itself and to characteristics of the individual and/or his environment are discussed as they may be related to the needs and characteristics of any one individual blind person.

Behaviors of Sighted Individuals Perceived by Blind Persons as Hindrances to Self-Reliance in Blind Persons

1983 ◽  
Vol 77 (1) ◽  
pp. 8-11 ◽  
Author(s):  
Bonnie L. Rickelman ◽  
Jerry N. Blaylock
Keyword(s):  
Blind People ◽  
Blind Person ◽  
Self Reliance ◽  
Blind Persons ◽  
Blind Individuals

This article describes several situations in which sighted people behave inappropriately toward blind individuals: assuming they necessarily have other disabilities, dealing with sighted companions instead of directly with the blind person, failing to perform simple helpful acts, insisting on the blind person accepting unwanted assistance, and so on. The study looks at how blind people felt in these situations and how they responded, and reports suggestions on how sighted individuals could act so as to respect and encourage feelings of self-reliance in blind people.

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