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Descriptors:
Learning Problems; Learning Disabilities; Adult Education; Disability Discrimination; Foreign Countries; Administrators; Interviews; Dyslexia; Employees; Employment

Abstract:
The article explores the professionalism and the standards debate as it relates to teachers with specific learning difficulties in the context of Further Education in England. There is a tension between the government's policy of defining teachers more tightly in terms of entry qualifications and standards whilst espousing a policy of creating a more inclusive profession as promoted by the Equalities and Disability Discrimination legislation. How prepared are leaders and managers in Further Education to address this policy tension and what insights might be drawn from the Further Education context? Interviews with key leaders and managers in a Further Education college and the analysis of college policy documents are used to illuminate the issues surrounding the inclusion of teachers with specific learning difficulties. Suggestions are offered which may provide a way forward to address the policy tension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; Undergraduate Students; Films; College Instruction; Experiential Learning; Cognitive Development; Business; Corporations; Web Sites; Course Organization; Course Content; Intellectual Property; Torts; Conflict Resolution; Ownership; Employment; Copyrights; Privacy; Assignments

Abstract:
Aaron Sorkin has a passion for words--his signature movie and television scripts are fast talking, jargon laced, word pictures that are instantly recognizable. "The Social Network," Sorkin's 2011 Academy Award Winning movie about the founding of Facebook, Inc., offers more than just witty banter; it provides an ideal teaching platform for undergraduate business law instructors. The movie's reach extends well beyond intellectual property law, presenting multiple business law and legal environment topics conveniently set in a student-friendly, reality-based, entrepreneurial context. The movie's story makes an ideal foundation for business law or legal environment courses. It can be a challenge to make a business school law course relevant and engaging for the young undergraduate student who is not pursuing legal studies. This article recommends teaching law to undergraduate business students through the lens of one current multidimensional business story already familiar to most undergraduate students: the founding and rise of Facebook. The story is dramatized in the movie "The Social Network" and Part II of this article provides a brief overview of the movie's plot. Part III reviews the pedagogical, experiential learning, and cognitive development theories that support the adoption of "The Social Network" as a course foundation. Part IV of the article describes how the movie and supplemental material can frame and contextualize typical business law and legal environment topics. The article concludes with lessons learned from the first attempt in Part IV and a discussion of exercises and assessments in the Appendices. (Contains 3 tables and 191 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Intervention; Adolescents; Employment; Assertiveness; Control Groups; Empathy; Instructional Effectiveness; Interpersonal Competence; Job Skills; Curriculum; Cooperation

Abstract:
The current investigation was designed to evaluate the effects of the Working at Gaining Employment Skills (WAGES) curriculum on the social and occupational skills of adolescents with disabilities. Adolescents with disabilities were assigned to either an intervention or control condition. Youth in the intervention group were exposed to the WAGES curriculum for approximately 4.5 months, whereas students in the control group received "business-as-usual" within special education settings. Students and teachers completed brief measures pertaining to prevocational/occupational skills as well as measures pertaining to students' social skills prior to and following the intervention. Results indicated that after controlling for pretest differences on outcome variables, students participating in the intervention had greater vocational outcome expectations, greater occupational skills, and greater social skills (i.e., empathy, cooperation, and assertiveness) than did students with disabilities in the control condition following the intervention. These findings provide preliminary evidence of the effectiveness of the WAGES curriculum. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Promotion; Outcome Measures; Stress Management; Rehabilitation Counseling; Counselors; Health; Quality of Life; Research Design; Dietetics; Exercise; Correlation; Disabilities; Surveys; Employment; Diseases; Neurological Impairments

Abstract:
The main objective of this study was to examine the mediational and moderational effect of exercise, diet, and stress management on the relationship between functional disability and health-related quality of life. Quantitative descriptive research design using multiple regression and correlation techniques was used. Participants were 215 individuals with multiple sclerosis (MS). Outcome measure used was health-related quality of life as measured by the Medical Outcomes Study (MOS) Short-Form Health Survey (SF-12v2). Functional disability and health-promoting behaviors including exercise, diet, and stress management were found to be associated with health-related quality of life. Exercise and stress management (but not diet) were partial mediators between functional disability and health-related quality of life. Exercise was found to be a moderator between functional disability and health-related quality of life. Exercise had a stronger effect on health-related quality of life for individuals with lower functional disability than people with higher functional disability. Health-promoting behaviors are important for health-related quality of life, and health-related quality of life in turn is related to better employment outcomes. Health-promoting behaviors can also mediate the relationship between functional disability and health-related quality of life. Rehabilitation counselors should consider including health promotion interventions in vocational rehabilitation services for individuals with MS. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Agricultural Occupations; Foreign Countries; Biodiversity; Indigenous Knowledge; Sustainability; Resilience (Psychology); Risk; Migration; Employment; Labor Supply; Agricultural Production

Abstract:
Many sustainable agricultural practices are based on local and traditional farming knowledge. This article examines the conservation and loss of three traditional practices in the Bolivian Altiplano that agronomic research has shown increase the resiliency of small farmers in the face of climate-related risks. These practices are the use of manure, the use of local forecasts and risk-management strategies, and the preservation of crop biodiversity. Although these practices are widely used today, farmers have been steadily abandoning them during the past decade. This article examines the characteristics of those who maintain and those who abandon traditional practices to see if the abandonment of local knowledge can be explained by the adoption-diffusion literature. This research does not support the adoption-diffusion literature; although the factors related to conservation are slightly different for each practice, the findings do not support the idea that young, educated, and wealthier farmers are more likely to reject local knowledge. Instead, off-farm activities such as migration, employment, and trade seem to be related to the decline in local practices as each affects the availability of labor and the availability of people to learn these practices. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Job Security; Probability; Human Capital; Social Capital; Wages; Labor Supply; Rural Development; Foreign Countries; Employment; Agricultural Occupations; Interpersonal Relationship; Role; Income; Place of Residence; Prediction

Abstract:
This article analyzes off-farm work among subsistence-level farmers in the Santarem region of the Brazilian Amazon. We build on the literature on rural livelihoods in the Global South by exploring how the opportunity to work off the farm is embedded in social relationships. We additionally differentiate our analysis by type of off-farm work, and examine how other characteristics such as human capital, the available labor supply, and access to infrastructure vary by work outcome. In general, the factors that contribute to more secure, relatively higher-paying work differ from those important in understanding patterns of lower-paying, daily wage work. We find that on-farm social capital, measured as the presence of a co-resident on the property who works off the farm, increases an individual's probability of working off the farm, but has a stronger effect for lower-wage work. We also find that the farm owner's relationship to households on the farm property plays a significant role in predicting patterns of off-farm work. These findings suggest that social capital plays an important role in providing access to employment and therefore to cash income, but that farm-level social capital does not necessarily provide pathways to stable or high-paying jobs outside agriculture. (Contains 3 tables, 3 figures and 16 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Environment; Career Development; Career Planning; Models; Job Training; Career Counseling; Employment; Intervention

Abstract:
Although the economic and social context of work appears to be changing for more and more people, the author argues that time-honored and empirically supported theories of career development continue to be relevant and useful. However, these theories and the core assumptions that underlie them (e.g., the "matching metaphor") may need to be augmented by models and methods that help students and workers to prepare to a greater degree for difficult developmental transitions, obstacles to preferred career paths, and negative career-life events such as unplanned job loss. The author offers a view of "career-life preparedness" that, while informed by social-cognitive career theory, is largely compatible with other approaches to career development and is linked conceptually to other recent work on career adaptability, resilience, and coping. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Energy; Power Technology; Facilities; Employment Opportunities; Occupational Information; Credentials; Qualifications; Scientists; Engineering; Technical Occupations; Skilled Workers; Building Trades; Paraprofessional Personnel; Income; Employment

Abstract:
In the search for new energy resources, scientists have discovered ways to use the Earth itself as a valuable source of power. Geothermal power plants use the Earth's natural underground heat to provide clean, renewable energy. The geothermal energy industry has expanded rapidly in recent years as interest in renewable energy has grown. In 2011, the U.S. Bureau of Labor Statistics (BLS) counted about 1,050 jobs in geothermal power generation. And the Geothermal Energy Association estimates that there were about 5,200 jobs directly related to geothermal power production and management in the United States in 2010. Geothermal energy production is expected to continue to grow, and with it the demand for workers in associated occupations. This article describes geothermal energy and career opportunities in the industry, focusing on geothermal projects that generate electricity for power grids. The first two sections explain geothermal energy and how it works, and the third section discusses the different steps necessary to construct a geothermal plant. The fourth section highlights occupations that are critical to the geothermal industry. Each occupational overview includes information on job duties; occupational wage and employment data; and the credentials needed to work in these occupations, such as education, training, certification, and licensure. Sources for more information are listed at the end of the article. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Therapy; Allied Health Personnel; Visual Impairments; Experience; Employment; Higher Education; Disability Discrimination; Self Disclosure (Individuals); Attitudes toward Disabilities; Empowerment; Barriers; Phenomenology; Semi Structured Interviews; Foreign Countries

Abstract:
This idiographic study aims to hear the voices of a small group of visually impaired physiotherapists to explore their lived experience of transition from higher education (HE) into employment. The findings are based on six semi-structured interviews analysed using an interpretative phenomenological approach. Participants were visually impaired physiotherapists who are either working, or have worked, in the National Health Service (NHS). A number of interrelated themes emerged concerning the work of the disabled self, compensation, stigma and passing, disclosure, barriers, disempowerment, and positive experiences. These appear to be linked to a reluctance by participants to engage with their disability identity. The experiences and perceptions of participants do not provide evidence of a commitment to disability-related support for disabled health-care professionals. The results of this study indicate that a wide range of both personal and institutional barriers still exist in the NHS. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Academic Freedom; College Faculty; Tenure; Web Sites; Electronic Publishing; Financial Needs; Doctoral Degrees; Grants; Intellectual Disciplines; Computer Mediated Communication; Employment; Research

Abstract:
Independent scholars are a growing part of the academic landscape. They may have been jilted by the academic job market, or are uninterested in either being on the tenure track or in cobbling together full-time work as adjuncts. Like traditional professors, they perform research, secure grants, and publish books and papers. In some cases, their work is having an impact on their disciplines, challenging established views and advancing knowledge in the field. But independent scholars say their contributions are frequently discounted by tenured professors, who, as gatekeepers of scholarly conversations and the distribution of intellectual ideas, tend to exclude those who lack university credentials. Some prominent professors acknowledge that such scholars do important academic work. Yet professors question whether the blogs, podcasts, Facebook posts, and tweets that independent scholars sometimes depend on as alternatives to journal publishing are more harmful than helpful to the quality of scholarship. The work life of an independent scholar--with its freedom from the performance requirements of the tenure track--can be attractive to those with young children and those who can't or don't want to relocate for a faculty job. Yet theirs can be a spartan existence, lacking intellectual colleagues or recognition, a calling that most can afford to pursue only by working extra part-time jobs or relying on a partner's income. The financial needs of independent scholars can also get in the way of academic freedom by limiting the kinds of questions they are able to ask and the projects they are willing to pursue. "The Chronicle" talked with Ph.D.'s who work as independent scholars in anthropology, Asian studies, biology, education, English, evolution, history, political science, religion, and theater. Some set up shop on their own after they failed to earn tenure or grew disillusioned with the culture of large research universities, which they found too limiting, in terms of the kinds of projects they could pursue, or too competitive. Others sidestepped academe from the very beginning, some for jobs outside higher education, others because they didn't want to be tied down to a full-time position. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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