scholarly journals Eleven strategies for getting into graduate school in ecology & evolutionary biology

2018 ◽  
Author(s):  
Eric Walters
Keyword(s):  
Graduate School ◽  
Work Experience ◽  
Evolutionary Biology ◽  
High Probability ◽  
Reading Group ◽  
Graduate Record Exam ◽  
Biology Lab ◽  
Good Research ◽  
Relevant Work ◽  
Undergraduate Thesis

Getting into graduate school can be tough if you have not done your homework. I outline eleven strategies for increasing your chances of successfully being accepted into an ecology or evolutionary biology lab. Try to get good grades as an undergraduate, do well on the Graduate Record Exam (if applicable), join a lab reading group or undertake an undergraduate thesis, take time to forge relationships so you can have strong reference writers, obtain relevant work experience, author a publication, read peer-reviewed literature, attend national meetings, come up with some good research ideas, develop a relationship with a potential advisor, and apply to at least ten schools. If you follow these strategies, you have a high probability of getting into graduate school in ecology and evolutionary biology.

The use of the mental health treatment requirement (MHTR): clinical outcomes at one year of a collaboration

2018 ◽  
Vol 8 (3) ◽  
pp. 215-233 ◽  
Author(s):  
Clive G. Long ◽  
Olga Dolley ◽  
Clive Hollin
Keyword(s):  
Mental Health ◽  
Social Adjustment ◽  
Work Experience ◽  
Mental Health Treatment ◽  
Short Term ◽  
Health Treatment ◽  
Content Type ◽  
Cognitive Behavioural ◽  
The Uk ◽  
Relevant Work

Purpose In the UK, the mental health treatment requirement (MHTR) order for offenders on probation has been underused. A MHTR service was established to assess the effectiveness of a partnership between a probation service, a link worker charity and an independent mental healthcare provider. Short-term structured cognitive behavioural interventions were delivered by psychology graduates with relevant work experience and training. Training for the judiciary on the MHTR and the new service led to a significant increase in the use of MHTR orders. The paper aims to discuss these issues. Design/methodology/approach A total of 56 (of 76 MHTR offenders) completed treatment in the first 12 months. A single cohort pre-post follow-up design was used to evaluate change in the following domains: mental health and wellbeing; coping skills; social adjustment; and criminal justice outcomes. Mental health treatment interventions were delivered under supervision by two psychology graduates who had relevant work experience and who were trained in short term, structured, cognitive behavioural (CBT) interventions. Findings Clinically significant changes were obtained on measures of anxiety and depression, and on measures of social problem solving, emotional regulation and self-efficacy. Ratings of work and social adjustment and pre-post ratings of dynamic criminogenic risk factors also improved. This new initiative has addressed the moral argument for equality of access to mental health services for offenders given a community order. Originality/value While the current initiative represents one of a number of models designed to increase the collaboration between the criminal justice and the mental health systems, this is the first within the UK to deliver a therapeutic response at the point of sentencing for offenders with mental health problems. The significant increase in the provision of MHTR community orders in the first year of the project has been associated with a decrease in the number of psychiatric reports requested that are time consuming and do not lead to a rapid treatment.

scholarly journals Encouraging students to draw on work experiences when articulating achievements and capabilities to enhance employability

2019 ◽  
Vol 28 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Denise A Jackson ◽  
Susan Edgar
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Focus Group ◽  
Higher Education Policy ◽  
Work Experience ◽  
Student Feedback ◽  
Time Constraints ◽  
Work Experiences ◽  
Low Levels ◽  
Relevant Work

Employability drives higher education policy yet despite the investment in developing ‘rounded’ graduates, students experience difficulties in articulating their achievements and capabilities during graduate recruitment. The purpose of this research was to trial and evaluate a career development intervention aimed at drawing on work experiences when applying for graduate roles. Students ( N = 136) from two contrasting disciplines, Business and Physiotherapy, and two institutions participated in a two-staged intervention. A focus group was also conducted with career advisors ( N = 9) to examine student engagement with career development learning. Findings indicated that students were confident in their ability to draw on relevant work experience in job applications and showed low levels of engagement in the intervention due to time constraints from their study commitments. Despite the varied contexts of the degree programmes investigated, similarities in engagement and student feedback were noted. Factors contributing to weak engagement in career provision along with strategies for improvement are presented.

Contemporary skill migration in Australia

Stanovnistvo ◽  
2001 ◽  
Vol 39 (1-4) ◽  
pp. 157-182
Author(s):  
Ljubica Jaric
Keyword(s):  
Work Experience ◽  
Major Element ◽  
Labour Force ◽  
Economic Conditions ◽  
Social And Economic Development ◽  
Migration Program ◽  
Australian Economy ◽  
Education Markets ◽  
Relevant Work ◽  
Skill Shortages

Immigration has always been a key of the Australian social and economic development. Australia administers separate Migration and Humanitarian Programs. The Migration Program has two streams: Family and Skill. The smaller Special Eligibility stream includes groups such as former Australian citizens and former residents who have maintained ties with Australia. The Skill stream of Australia's Migration Program is specifically designed to target migrants who have skills or outstanding abilities that will contribute to the Australian economy. The migration to Australia of people with qualifications and relevant work experience can help to address skill shortages in Australia and enhance the size, skill level and productivity of the Australian labour force. Skilled migrants were mainly employed in managerial, administrative, professional or paraprofessional occupations or as traders. Permanent movement represents the major element of net overseas migration. Australia has experienced not only permanent influx of skilled but longterm movement as an affect of globalisation of business, the creation of international labour and education markets and cheaper travel. The level of longterm movements is strongly influenced by both domestic and international conditions of development, particularly economic conditions. More Australians are going overseas to work and study and foreigners are coming to Australia in larger numbers for the same reasons. Skill migration in FRY is mostly correlated with the economic situation in the country. Skill stream from FRY to Australia has been significantly increased since 1990. In the Australian official statistics separate data for the FRY has been available since July 1998. Prior to July 1998. FRY component was substantial proportion of total Former Yugoslav Republics. Estimated Serbian skill stream is around 4500 people.

scholarly journals Advice on Applying to Graduate School in Ecology and Evolutionary Biology: How to Prepare and a Step‐By‐Step Guide

2021 ◽  
Author(s):  
Walter P. Carson ◽  
Sara E. Kuebbing ◽  
Tiffany L. Betras ◽  
Amoi S. Campbell ◽  
Eden W. McQueen ◽  
...  
Keyword(s):  
Graduate School ◽  
Evolutionary Biology

scholarly journals Supporting student transitions to placement and work: developing a new self-identity

2016 ◽  
Author(s):  
Gemma Webster ◽  
Sally Smith ◽  
Colin Smith
Keyword(s):  
Professional Identity ◽  
Work Experience ◽  
Student Identity ◽  
Observable Effect ◽  
Self Identity ◽  
Graduate Employment ◽  
Industry Sector ◽  
Student Demand ◽  
Relevant Work

Moves towards the marketisation of higher education together with concerns over the challenges of graduate employment have led to an increased prioritisation of students undertaking relevant work experience while they study. Recognising a strong student demand for placements, universities are establishing employability initiatives including those designed to increase the availability of quality paid placements for students. To complement this activity, industry, sector-specific, regional placement projects such as e-Placement Scotland, take an employer-led approach to maximise opportunities for students across a number of universities. In spite of these initiatives, not every student will successfully obtain a placement, and so e-Placement Scotland aims to ‘add value’ for students in various other ways. Interventions such as industry tech talks and speed networking sessions have been deployed to develop awareness of the employment landscape and encourage students to start thinking about their self-identification, easing their transition into the workplace. Adopting the lens of identity theory, this study explores student and professional identity in order to recognise the transition from student to graduate, and to consider the role of placement and other value-adding activities in that transition. The study found that, while the incidence of students self-identifying as professionals increases in later years of their courses, placement preparation interventions did not themselves have an observable effect. These findings challenge the project assumption that placement preparation activities can offer students valuable insights that can help them identify with their profession. Keywords: Student identity, placement, professional identity

scholarly journals The interrelationship between the work experience of distance education students, job satisfaction, andacademic achievement

1995 ◽  
Vol 21 (1) ◽  
Author(s):  
J. C. Welman ◽  
P. A. Basson
Keyword(s):  
Job Satisfaction ◽  
Distance Education ◽  
Work Experience ◽  
Cooperative Education ◽  
Practical Experience ◽  
Male Students ◽  
Education Students ◽  
Organizational Behaviour ◽  
English Speaking ◽  
Relevant Work

In terms of the cooperative education strategy of technikons, students are expected to do subject-relevant work in the industry/commerce to gain practical experience. The degree of subject-relevant work performed by 166 distance education students, and how this is related to their academic performance, was investigated. It was found that in contrast to older Afrikaans- and English-speaking male students, it was mainly students who speak a black language who do not gain subject-relevant work experience, have minimal job satisfaction and do not earn high marks in the third-year subject (Organizational Behaviour). It is suggested that the State integrate the issues of work provision, education and training for the success of cooperative education in South Africa. Opsomming  Volgens die kooperatiewe onderwysstrategie van technikons word daar van studente verwag om vakrelevante werk in die bedryf/handel te doen om praktykervaring op te doen. Die graad van vakrelevante werk wat 166 afstandsonderrigstudente doen en die verband daarvan met hul akademiese prestasie is ondersoek. Daar is gevind dat in teenstelling met ouer, manlike, Afrikaans- en Engelssprekende studente/ dit veral swarttaalsprekende studente is wat nie vakrelevante werkservaring opdoen nie, 'n lae graad van werkstevredenheid beleef/ en nie hoe punte in die derdejaarvak (Organisasiegedrag) verdien nie. Daar word voorgestel dat die Staat die kwessies van werkverskaffing, onderwys en opieiding integreer ten einde kooperatiewe onderwys in Suid-Afrika te laat slaag.

PERFORMANCE OF VOCATIONAL EDUCATION IN LATVIA IN DEVELOPING EMPLOYABILITY OF GRADUATES

2019 ◽  
Vol 5 ◽  
pp. 222
Author(s):  
Anita Lice ◽  
Biruta Sloka
Keyword(s):  
Problem Solving ◽  
Vocational Education ◽  
Work Experience ◽  
Current Approach ◽  
Problem Solving Skills ◽  
Extra Curricular Activities ◽  
Practical Education ◽  
Overall Performance ◽  
New Education ◽  
Relevant Work

As the labour market changes at increasing pace, education systems need to respond. Facilitating employability of graduates and preparing them for lifelog learning and constant changes throughout their careers requires new education methods. In order to assess the current approach to developing employability of graduates in vocational education in Latvia, this article aims at evaluating the attitudes of employers on performance of vocational education in developing employability competencies, as well as investigating the practical education methods applied by vocational education institutions to facilitate employability.Total 750 companies participated in this research. A list of 17 employability competencies was rated using a four-point Likert scale. Employers rated the relative performance of vocational education in developing employability competencies. In order to investigate  education methods applied to facilitate development of employability competencies, interviews with managers of 12 vocational education institutions were conducted. The research results show that vocational education in Latvia is best at developing computer skills and presentation skills, however it performs worst at developing the ability to take responsibility, ensuring relevant work experience, developing problem-solving skills and  appropriate attitude to work. Overall, performance of vocational education received almost as many negative evaluations as positive evaluations. The main education methods to facilitate employability of graduates used by vocational education institutions are practical learning and extra-curricular activities.  

scholarly journals Science students’ conceptions of factors that will differentiate them in the graduate employment market

2019 ◽  
Vol 10 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Trina Jorre de St Jorre ◽  
Joanne Elliott ◽  
Elizabeth D Johnson ◽  
Stewart Bisset
Keyword(s):  
Work Experience ◽  
Career Pathways ◽  
Relative Importance ◽  
Science Students ◽  
Professional Networks ◽  
Career Opportunities ◽  
Value Add ◽  
Relevant Work ◽  
Australian Universities

To gain employment and a fulfilling career, students need to understand the skills and knowledge that are important and how to articulate and evidence their employability. Here we report on research investigating science students’ priorities related to immediate employment vs. long-term employability and the factors that students perceive as important to these. We interviewed 138 science students from four Australian universities and found that they were most focused on immediate employment. Students were keen to participate in opportunities to ‘value add’ to their degree, especially those that might help them to gain relevant work experience and professional networks. However, students’ understanding of the relative importance of experiences and skills that would enhance their employability was variable, as was their understanding of the career pathways that they might pursue. Our analysis highlights the importance of explicitly designing curriculum to help students understand the career opportunities available; the skills and abilities needed for diverse careers; and the experiences through which they might develop and evidence these. Furthermore, to engage students, we need to help them to address their greatest and most immediate concerns about gaining employment at graduation, while also setting them up for successful and fulfilling careers.

scholarly journals Practice Makes Perfect

2020 ◽  
Vol 3 (1) ◽  
pp. 225-228
Author(s):  
Christine Moffatt
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Community Of Practice ◽  
Work Experience ◽  
Theoretical Knowledge ◽  
The University ◽  
Relevant Work

Co-op placements are vital components of an LIS edcucation. Co-op programs allow students to gain relevant work experience, apply their theoretical knowledge of librarianship in the field, and identify new areas for professional development; however, one aspect is often overlooked in these programs. LIS co-op students can expand their experiential learning by proposing and pursuing new projects in the field, which will enhance their overall education and support their institution and profession at the same time. In this article, I will reflect on my co-op experience with the Collections and Content team at the University of Guelph, and I'll discuss how a group of co-op students started the first Co-op Community of Practice at Guelph.

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