PRACTICING ANTHROPOLOGY IN THE POST-COVID WORLD: HOW TO GET HIRED AND WHERE TO LOOK

2021 ◽  
Vol 43 (4) ◽  
pp. 14-18
Author(s):  
Susan Andreatta ◽  
Victoria Phaneuf ◽  
Jennifer Studebaker ◽  
John Dempsey Parker
Keyword(s):  
Positive Change ◽  
Applied Anthropology ◽  
Advanced Degree ◽  
Graduate Level ◽  
Over Time

Abstract Whether teaching at the undergraduate or graduate level, we recognize anthropology is a discovery major. Students find their way into a class and something thrilling happens; they get hooked and claim anthropology as their major or advanced degree. What is it that lures students into anthropology? It is the process of understanding culture and power or being able to “make a difference” and contribute towards positive change in an organization or a community. This drive to make a difference for those we work with drew us in as academics and practitioners and kept us engaged in the discipline. It was this vocational motivation that inspired Susan to invite Victoria, Jennifer, and John to speak to her undergraduate Applied Anthropology class regarding our experiences as practitioners. She posed the questions: “What can you do with a degree in anthropology?” and “How do you go about getting those positions rather than becoming a professor?” There may be many jobs in one’s career journey as we see it; how do you get started, stay encouraged, “upgrade” your skills, and creatively adapt over time? This paper is a product of the discussion started in that class and hopefully adds to the larger conversation currently taking place in the field.

Transition to work, mismatch and underemployment among graduates: an Australian longitudinal study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Denise Jackson ◽  
Ian Li
Keyword(s):  
Learning Strategies ◽  
Personal Characteristics ◽  
Full Time ◽  
Graduate Level ◽  
Medium Term ◽  
Related Factors ◽  
Data Set ◽  
Content Type ◽  
Determining Factors ◽  
Over Time

PurposeThere are ongoing concerns regarding university degree credentials leading to graduate-level employment. Tracking graduate underemployment is complicated by inconsistent measures and tendencies to report on outcomes soon after graduation. Our study explored transition into graduate-level work beyond the short-term, examining how determining factors change over time.Design/methodology/approachWe considered time-based underemployment (graduates are working less hours than desired) and overqualification (skills in employment not matching education level/type) perspectives. We used a national data set for 41,671 graduates of Australian universities in 2016 and 2017, surveyed at four months and three years' post-graduation, to explore determining factors in the short and medium-term. Descriptive statistical techniques and binary logistic regression were used to address our research aims.FindingsGraduates' medium-term employment states were generally positive with reduced unemployment and increased full-time job attainment. Importantly, most graduates that were initially underemployed transited to full-time work at three years post-graduation. However, around one-fifth of graduates were overqualified in the medium-term. While there was some evidence of the initially qualified transitioning to matched employment, supporting career mobility theory, over one-third remaining overqualified. Skills, personal characteristics and degree-related factors each influenced initial overqualification, while discipline was more important in the medium-term.Originality/valueOur study explores both time-based underemployment and overqualification, and over time, builds on earlier work. Given the longer-term, negative effects of mismatch on graduates' career and wellbeing, findings highlight the need for career learning strategies to manage underemployment and consideration of future labour market policy for tertiary graduates.

The effect of feedback on young children's inappropriate word usage

1986 ◽  
Vol 13 (1) ◽  
pp. 101-117 ◽  
Author(s):  
Kathy L. Chapman ◽  
Laurence B. Leonard ◽  
Carolyn B. Mervis
Keyword(s):  
Relative Effectiveness ◽  
Positive Change ◽  
Word Usage ◽  
Acceptance Correction ◽  
Feedback Acceptance ◽  
Over Time

ABSTRACTThis study compared the effects of three types of adult feedback (acceptance, correction with joint labelling, and correction with explanation) on young children's inappropriate word usage. Four children were visited in their homes twice a week, from the time they were between 1;1 and 1;3 until they were approximately 1;7. Differential feedback was applied by the experimenter whenever the children extended a term to referents that were inappropriate, but similar to appropriate ones. Comprehension and production probes were administered prior to, during, and following the feedback trials to assess changes in word usage over time. Results indicated that the three types of feedback varied in their relative effectiveness in facilitating a positive change in word usage. Correction with explanation was more effective than correction with joint labelling, which in turn was more effective than simple acceptance.

C-Energy's Red Hill Plant: Meeting the SO2 Challenge

2017 ◽  
pp. 1-8
Author(s):  
Anton S. Ovchinnikov
Keyword(s):  
Quantitative Analysis ◽  
Removal Efficiency ◽  
Time Variable ◽  
Variable Cost ◽  
Graduate Level ◽  
Construction Time ◽  
So2 Removal ◽  
Economics Courses ◽  
Installation Cost ◽  
Over Time

This case is suitable for graduate-level quantitative analysis, business and government, environment and sustainability, and global economics courses. Students must consider the tradeoffs between continuing to run an old coal-burning plant and purchasing emissions allowances (EAs) versus upgrading to emissions-reducing wet or dry scrubbers. Reducing emissions creates the possibility of selling the plant's surplus EAs (which are likely to increase in price). Choosing a wet or dry scrubber requires considering installation cost and construction time, variable cost, and SO2 removal efficiency. Ideally, the investment should pay back over time, but management believes some net investment could also be justified. For that, however, complete analyses from both economic and environmental perspectives are required. A supplemental spreadsheet is available to accompany the case (UVA-QA-0726X).

Resilience as process

1993 ◽  
Vol 5 (4) ◽  
pp. 517-528 ◽  
Author(s):  
Byron Egeland ◽  
Elizabeth Carlson ◽  
L. Alan Sroufe
Keyword(s):  
Longitudinal Study ◽  
High Risk ◽  
Family Stress ◽  
Positive Change ◽  
Children And Families ◽  
Risk Environments ◽  
Using Data ◽  
Over Time ◽  
High Risk Children ◽  
Transactional Process

AbstractResilience, the development of competence despite severe or pervasive adversity, is examined using data from a longitudinal study of high-risk children and families. The study is guided by an organizationaldevelopmental perspective. Resilience is conceived not as a childhood given, but as a capacity that develops over time in the context of person-environment interactions. Factors related to resilience in our study are examined in terms of this transactional process. From our studies, we have found emotionally responsive caregiving to mediate the effects of high-risk environments and to promote positive change for children who have experienced poverty, family stress, and maltreatment. The implications of these findings are discussed.

scholarly journals Positive change following adversity and psychological adjustment over time in abused foster youth

2015 ◽  
Vol 48 ◽  
pp. 80-91 ◽  
Author(s):  
Christine E. Valdez ◽  
Ban Hong (Phylice) Lim ◽  
Christopher P. Parker
Keyword(s):  
Psychological Adjustment ◽  
Foster Youth ◽  
Positive Change ◽  
Over Time

scholarly journals Evolution of Materials Engineering Education at Memorial University

2011 ◽  
Author(s):  
John Shirokoff
Keyword(s):  
Engineering Education ◽  
Research Funding ◽  
Graduate Level ◽  
Graduate Courses ◽  
Materials Engineering ◽  
Engineering Discipline ◽  
Materials Research ◽  
Memorial University Of Newfoundland ◽  
Development And Evolution ◽  
Over Time

The development and evolution of materials engineering education at Memorial University of Newfoundland has been reviewed. The faculty of engineering discipline structure has played a role in the way undergraduate materials engineering courses are offered to students. Materials research has increased the number of undergraduate and graduate courses that are offered over time owing to materials research funding, publications, research institutions and centres activities improve materials education at the undergraduate and graduate level and these topics are discussed.

Appreciation at Work training and the Motivating by Appreciation Inventory: development and validity

2016 ◽  
Vol 15 (1) ◽  
pp. 20-24 ◽  
Author(s):  
Paul White
Keyword(s):  
Customer Satisfaction ◽  
Employee Engagement ◽  
Design Methodology ◽  
Positive Change ◽  
Staff Turnover ◽  
Content Type ◽  
Work Training ◽  
Before And After ◽  
Inventory Development ◽  
Over Time

Purpose – This paper aims to present the process, progress and validity of the Motivating By Appreciation Inventory and the Appreciation at Work training. Design/methodology/approach – Several methods were utilized such as surveys, pre- and post-interviews and data from the inventory results. Findings – For the Motivating by Appreciation Inventory, the results showed that the results are consistent and stable over time. For the Appreciation at Work training, the results of surveys before and after the training showed high levels of positive change. Originality/value – When individuals feel appreciated and valued for their contributions in the workplace, good results follow, including increased employee engagement, less staff turnover, higher customer satisfaction ratings and the organization grows in its sense of purpose. The Motivating by Appreciation Inventory and Appreciation at Work Training are unique tools that help organizations grow in employee appreciation.

scholarly journals Investigating Graduate Level Research and Statistics Courses in Schools of Education

10.28945/2111 ◽  
2015 ◽  
Vol 10 ◽  
pp. 093-110 ◽  
Author(s):  
Nancy Leech ◽  
Carolyn A. Haug
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Research Methods ◽  
The United States ◽  
Advanced Degree ◽  
Schools Of Education ◽  
Graduate Level ◽  
Credit Hours ◽  
Asking Questions ◽  
Statistics Courses

Instruction in research methods, particularly statistical training, is an essential requirement for most higher education advanced-degree students. However, results from the institutional survey reported here demonstrate that many faculty in schools of education still do not require or offer a variety of research and analysis courses to provide this training. This article will explore graduate-level requirements for research methods and data analysis courses in schools of education across the United States. Two surveys, one asking questions about research methods courses and one about statistics courses, were distributed through listservs to faculty at institutions of higher education. Twenty-eight responses, representing 28 institutions, were collected for the research course survey and 19 responses, representing 19 institutions, were collected for the statistics course survey. The number of courses offered and required and the number of credit hours for them are presented for Master’s, Ed.D., and Ph.D. students. From this study, it is evident that several universities do not offer or require many research methods or statistics courses for education graduate students. The authors intend that this information will assist faculty in rethinking what coursework is necessary to educate successful graduate students.

Sign in / Sign up

Export Citation Format

Share Document