Study objective: To compare the levels of work-related stress and depression reported by physicians-in-training in emergency medicine in three survey sites and to determine the effects of gender and marital status on stress and depression among these physicians. Design: Cross-sectional mail surveys.
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This document contains the text of a 1987 Recommendation of the Commission of the European Communities on vocational training for women. Article 1 recommends that Member States adopt a policy to encourage participation of women in training schemes, especially those relevant to occupations of the future and in areas where women are under-represented. Article 2 recommends that Member States: 1) integrate training for women within a broad framework of cooperation between all parties involved; 2) staff such services with personnel trained to deal with the specific problems faced by women; 3) promote outreach activities on the part of such services; 4) provide more decentralized and widely distributed educational and training facilities; 5) promote images of women engaged in nontraditional activities; 6) encourage female participation in higher education, especially in technological areas; 7) encourage female participation in nontraditional apprenticeships; 8) encourage female entrepreneurs by offering appropriate training; 9) develop measures to promote participation of women in continuous training activities; 10) provide underprivileged women and women returning to work with specific courses designed to meet their needs; 11) provide flexible child care arrangements and financial incentives for women to participate in training activities; 12) recognize skills acquired in running a household and looking after a family; and 13) monitor the progress of women taking part in training schemes. Member States are to inform the Commission of their activities in these areas within three years to enable the Commission to create a report on such measures.
This document contains the text of a 1987 Recommendation of the Commission of the European Communities on vocational training for women. Article 1 recommends that Member States adopt a policy to encourage participation of women in training schemes, especially those relevant to occupations of the fut
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This paper examines technological curricula in terms of their potential to be realized in occupational roles. The more the curriculum is oriented towards roles (as opposed to skills or pure knowledge), the greater the probability that it will be articulated in the labour market and the greater its e
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Summary. In an academic medical centre between 1980 and 1985, the attitudes, preferences and career goals of house officers in a primary medical care residency training programme were assessed at entry and at the end of each house officer year. Primary care trainees who went on to practise in a general medicine setting were compared to primary care trainees who subsequently received subspecialty training and also to traditional internal medicine trainees. House officers in the primary care programme generally maintained attitudes and preferences central to the practice of primary care, and scored significantly higher than traditional track house officers on attitudes and preferences compatible with the practice of medicine in a primary care setting. However, primary care house officers who later went into subspecialty training received scores similar to those of traditional track house officers on practice preferences relating to specialty care. There were no significant differences between primary care and traditional track house officers on standard measures of knowledge and clinical skill. 1987 Blackwell Publishing
Summary. In an academic medical centre between 1980 and 1985, the attitudes, preferences and career goals of house officers in a primary medical care residency training programme were assessed at entry and at the end of each house officer year. Primary care trainees who went on to practise in a gene
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Keywords:
humanmedical educationpsychological aspecteducationresidency educationnormal humaninternal medicineattitudeorganization and managementmethodologyclinical competenceeducation programtheoretical studyprimary health caregoalspsychiatryshort survey*attitude of health personnel*internship*Primary health careinternal medicine/*educMichiganhouse officer
Source:American Journal of Occupational Therapy
(1983)
A humanistic education model was implemented in a 2-year associate degree curriculum for occupational therapy assistants. The goal of this model was to help students to become responsible and successful with their own lives. This prepares students with higher levels of ability to cope effectively with clients in crises. The curriculum presented here supports the framework of The American Occupational Therapy Association role delineation document (Entry-Level Role Delineation for OTRs and COTAs, approved by the Representative Assembly, AOTA, March 1981).
A humanistic education model was implemented in a 2-year associate degree curriculum for occupational therapy assistants. The goal of this model was to help students to become responsible and successful with their own lives. This prepares students with
Keywords:
TeachinglearningadulthumanVocational educationcurriculumpsychological aspecteducationnormal humanEducational Measurementhumanismcompetency-based educationoccupational therapyagedAllied Health Personneloccupational therapistModels, PsychologicalWisconsinMiddle Agemusculoskeletal system
In the 1977-1979 period 84 thalidomide-affected young people who had followed secondary education up to level 1 (Sekundarstufe 1; school leaving age approx. 16 years) had been interviewed regarding their choice of occupation and vocational integration experience. The group consisted of young people with purely orthopaedical impairments, who were rank-ordered in four degrees of disability severity according to the extent of medical lesion. A parallel group of non-disabled young people, selected on the criteria of sex, age, educational level, vocational objectives, and occupational status of the father, had been matched to the group under examination. A general deficit in occupational information is apparent in the youths. Only 38 percent had received general vocational information at school. The young people themselves seem to have been aware of this deficit as 62 percent contacted the vocational counselling service. The efforts to find a job, if undertaken at all, frequently are initiated by the employment office, not by the disabled themselves. The occupational goals of the physically disabled are significantly more often coined by institutions. Also, their failure to secure an apprenticeship contract is significantly higher. In answering the occupational questionnaire the physically disabled express more distinct vocational confidence and concreteness, while stating at the same time that they consider their occupational opportunities restricted. On the whole there is a risk of the physically disabled - possibly already due to a specific socialisation process the disabled individual may undergo - letting their occupational decision be determined by external influences.
In the 1977-1979 period 84 thalidomide-affected young people who had followed secondary education up to level 1 (Sekundarstufe 1; school leaving age approx. 16 years) had been interviewed regarding their choice of occupation and vocational integration experience
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Source:Arbeiten zur Rheinischen Landeskunde
(1980)
In rural areas limited opportunties for work and vocational training occur. Distance from towns results in disadvantages not offset by commuting, particularly not by 15-16 year olds with limited mobility. The lack of training facilities is mainly due to the industrial structure, dominated by firms making consumer goods and basic industry rather than by capital goods manufacturers with a greater demand for qualified labour, and offering more and better training facilities. Rural training facilities offer few long term occupational prospects, as demand for skills decreases due to stagnation and rationalization. Another disadvantage is that the firms offering vocational training here are usually small or medium sized with sub-standard programmes and workshops, technical colleges are missing. Commerce and services, in rural areas show little specialization. The lack of training facilities particularly affects females. The baby-boom of the 1960s, is now causing higher demand for apprenticeships without a rise in supply. These disadvantages influence overall development, particularly the capital goods industries which regional policy tries to establish. Adequate facilities such as technical training centres could be a more effective development factor than financial incentives to firms to locate there. Thus the migration of the more highly motivated, young people to find training facilities could be conteracted. Moreover, the existing labour force would acquire a higher level of skill. Such factors could influence firms looking for a new location in a positive way. Financial assistance to firms willing to settle in rural areas and educational policy have to be coordinated to prevent the drift away. -from English summary
In rural areas limited opportunties for work and vocational training occur. Distance from towns results in disadvantages not offset by commuting, particularly not by 15-16 year olds with limited mobility. The lack of training facilities is mainly due to the industrial structure, dominated by firms m
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Of the 300 brain-injured adolescents discharged from the Gailingen Youth Centre (Jugendwerk Gailingen) between 1974-76, 199 were placed either in apprenticeship training or a job. 81.5% of the 199 rehabilitees were directly placed in vocational training or open employment. Only 18.5% received vocational training in rehabilitation training or re-training centres where the commercial and clerical occupations, including technical draftsmanship, predominated (64.5%). In open industry, on the other hand, commercial and clerical occupations, crafts and technical trades, as well as mechanical works represented the most important rehabilitation jobs with 39.2%, 38% and 6.5% respectively. The lowest percentage of handicapped neurological and psychological sequelae of the trauma was found in rehabilitees who had chosen technical draftsman and commerical occupations. The percentage was higher in crafts and technical occupations and reached its maximum in rehabilitees placed in mechanical occupations and skilled and unskilled clerical jobs. According to these findings many of the rehabilitees placed in commercial jobs would have been capable of doing craftsman's work as far as the job demands are concerned. Only 14% of the rehabilitees placed in altogether 49 occupational groups of the general labour market found their work rather hard and 6% hard to perform. The most strenous factor was the work speed from which suffered 33% placed in electrical, 20% in draftsman and 18% in mechanical occupations.
Of the 300 brain-injured adolescents discharged from the Gailingen Youth Centre (Jugendwerk Gailingen) between 1974-76, 199 were placed either in apprenticeship training or a job. 81.5% of the 199 rehabilitees were directly placed in vocational training or open employment. Only 18.5% received vocati
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Qualitative studies of seven field internship programs have focused on understanding the key meanings of field study for students and on key variables associated with significant meanings. Based on self-report data and on analysis of student performance, two processes have been identified as central
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Source:Education and the Training of the Mentally Retarded
(1974)
Based on the descriptive findings of this study, the following recommendations are presented for consideration for the teacher training of special education teachers: internship at schools of higher learning; teacher education to master's level; classroom research; in service meetings.
Based on the descriptive findings of this study, the following recommendations are presented for consideration for the teacher training of special education teachers: internship at schools of higher learning; teacher
Keywords:
trainingVocational educationeducationmental deficiencyteacherchildin service training
