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Future Careers (future + career)
Selected AbstractsA Secondary School Career Education Program for ESL StudentsCURRICULUM INQUIRY, Issue 4 2001June Wyatt-Beynon Using Bourdieu's theory of different types of capital and social "fields," this paper analyzes one curriculum model, the ESL Co-op program, which is designed to meet the needs of immigrant adolescents who are primarily dependent on their first language. The program couples instruction in English as a second language (ESL) with work experience. ESL Co-op is offered in two secondary schools in a suburban Vancouver school district that is the most rapidly growing district in British Columbia. More than 30 percent of the approximately 50,000 students enrolled in the district speak a language other than, or in addition to, English in the home. A collaborative team of university researchers and district curriculum consultants inquired into the program's success in helping recent immigrant students become aware of possible future career and job opportunities and any other aspects of the program's operation deemed salient by the interviewees. We wondered if the folk theory of success embedded in federal, provincial, and district policy discourse, which emphasizes work experience, was in fact setting the stage for educational and occupational success of these young people. Interviews with 44 parents, 43 students, and six staff members from a total of 10 different language backgrounds revealed that staff perceive the program as a unique opportunity for students to gain exposure to Canadian work environments and to develop survival, language, and job-related skills or, in Bourdieu's terms, embodied capital. Students' and parents' overriding concern is that the program precludes the possibility of graduation with the grade-12 diploma (institutional capital) available from the mainstream program. [source] Taking Constitutionalism Beyond the StatePOLITICAL STUDIES, Issue 3 2008Neil Walker In recent years, the idea that constitutional modes of government are exclusive to states has become the subject both of sustained challenge and of strong defence. This is due to the development at new regional and global sites of decision-making capacities of a scale and intensity often associated with the demand for constitutional governance at state level, to the supply at these same new sites of certain regulatory institutions and practices of a type capable of being viewed as meeting the demand for constitutional governance, as well as to a growing debate over whether and in what ways these developments in decision-making capacity and regulatory control should be coded and can be constructively engaged with in explicitly constitutional terms. The aim of the article is threefold. It asks why taking the idea and associated ethos and methods of constitutionalism ,beyond the state' might be viewed as a significant and controversial innovation, and so in need of explanation and justification , a question that requires us to engage with the definition of constitutionalism and with the contestation surrounding that definition. Secondly, taking account of the various arguments that lie behind these definitional concerns, it attempts to develop a scheme for understanding certain key features of constitutionalism and of its post-state development that is able to command broad agreement. Thirdly, and joining the concerns of the first two sections, it seeks to identify the key current tensions , or antinomies , surrounding the growth of post-state constitutionalism with a view to indicating what is at stake in the future career of that concept. [source] Influence of a Rural Primary Care Clerkship on Medical Students' Intentions to Practice in a Rural CommunityTHE JOURNAL OF RURAL HEALTH, Issue 2 2000Alma R. Jones M.D., M.P.H. The Association of American Medical Colleges Medical School Graduation Questionnaire (GQ) for years 1988 through 1997 was examined to compare the career plans of students graduating from Morehouse School of Medicine (MSM) with those of all students graduating from United States medical schools before the period 1988 through 1992 and after the period 1993 through 1997, after the inception of the rural clerkship at MSM. Select GQ data items examined include student demographics, medical school experiences, and career plans. Statistical analyses were used to compare pre- and post-clerkship responses for MSM students and to compare their responses with the national trends. Results indicate that, following a transition period, MSM students showed an increased preference for a future career in a rural community. A smaller upward trend in the national data was observed. There appears to be an association between the rural clerkship experience at MSM and the stated preferred career choices of the students. [source] Strengthening the special educational needs element of initial teacher training and educationBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2009Gill Golder In the academic year 2006,2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three-year BEd (Honours) Secondary Physical Education course in the south-west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools. [source] The academic environment: the students' perspectiveEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2008K. Divaris (nci) Abstract Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4,6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the ,students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The ,ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from ,class size', ,leisure time' and ,assessment procedures' to ,relations with peers and faculty', ,ethical climate' and ,extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between ,teaching' and ,learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement. [source] Turning Professional: Content-Based Communication and the Evolution of a Cross-Cultural Language CurriculumFOREIGN LANGUAGE ANNALS, Issue 6 2000Gisela Hoecherl-Alden Furthermore, the increasing demand for professional language classes makes it necessary to adjust the overall undergraduate program so that these courses fit meaningfully into the mainly humanities-oriented curriculum. If students are to bridge the gap between form and meaning, courses need to move from communicative training at the elementary level through an intermediate stage that combines communicative and content-based instruction. Finally, training students successfully for future careers in a global economy means that courses cannot focus only on content and form, but also must include a thorough development of cultural awareness. Applying ethnographic intercultural training methods to the language classroom ensures that the students attain not only linguistic but also cultural proficiency. The course structure presented in this paper demonstrates that professional school students can be trained alongside humanities majors by making minor but far-reaching adjustments to the elementary and intermediate language program, and without placing undue constraints on departmental resources. [source] The influence of college students' shopping orientations and gender differences on online information searches and purchase behavioursINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 2 2008Yoo-Kyoung Seock Abstract Using the data collected from a survey of 1277 US college students, this study investigated college students' shopping orientations, and examined the relationships between their shopping orientations and searches for information about and purchases of apparel products online and the differences between male and female students in their shopping orientations, online information searches and purchase experiences. Seven shopping orientation constructs were identified: shopping enjoyment, brand/fashion consciousness, price consciousness, shopping confidence, convenience/time consciousness, in-home shopping tendency and brand/store loyalty. Results showed that participants' shopping orientations were significantly related to their searches for information about and purchases of apparel items online. In addition, male and female participants showed significant differences in their shopping orientations, online information searches and purchase experiences. This study provided suggestions for apparel e-tailors to develop effective marketing strategies to reach their target market, for consumer educators and for educators in the retail merchandizing area to prepare their students for future careers. [source] The praxis of clinical knowledge: Learning to care for paediatric patients with a congenital heart anomalyINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 3 2007Suzi Robertson-Malt RN PhD BN(Hons) In Saudi Arabia, the major tertiary care unit for the treatment of cardiovascular disease is the King Faisal Heart Institute (KFHI). Its state of the art technology and patient profile facilitates nurses to become highly knowledgeable in the diversity of treatment modalities and nursing care of a range of paediatric pathology. Like many global nursing organizations, the KFHI is experiencing nursing shortages and nurses coming to work in this highly specialized area are lacking some of the basic understanding and skills development necessary to work efficiently and effectively in the area. This paper describes the work of the cardiovascular education team in developing a praxis-based curriculum that equips nurses to not only function at a high level in the cardiovascular area but also facilitate success in their future careers when they leave Saudi Arabia. [source] Curriculum planning in dermatologyCLINICAL & EXPERIMENTAL DERMATOLOGY, Issue 1 2004S. M. Burge Summary Curriculum planners should familiarize themselves with the recommendations for medical education in the UK made by the Quality Assurance Agency and the General Medical Council. The dermatology curriculum must maximize undergraduate learning experiences in dermatology, but lengthy curricula lead to rote learning and do not promote understanding. The core dermatology curricula might be built around the clinical problems graduates are likely to encounter as preregistration house-officers, but should also prepare students for their future careers in whatever speciality. Graduates should know when it might be appropriate to refer a patient to a dermatologist. Learning experiences in dermatology might be threaded into the curriculum at a number of stages and student-selected components might provide opportunities to explore dermatological topics in depth. The views of a broad constituency will give the core curriculum validity and consensus might be reached with the Delphi technique or by using multidisciplinary groups. Temptations to overload the curriculum should be resisted. Medical curricula should give students time to experience the art of medicine as well as to explore the science behind clinical practice. [source] | ||||||||||||||||