Search Results for
"human"

This paper was written to explore the opinions of the hospitality human resource managers in Taiwan about current tourism and hospitality education provisions. Major issues regarding tourism and hospitality education in Taiwan were identified. Based on the research findings, a number of conclusions were drawn and specific suggestions for the future of the tourism and hospitality education in Taiwan were proposed. Copyright © by The Haworth Press, Inc. All rights reserved.

A prison setting, with its numerous clinical issues, is a valuable learning experience for the graduate art therapy student. Oftentimes, they see the correctional facility as a dangerous challenge and an intriguing unknown. However, confusion and ambiguity often emerge while providing art therapy services. A graduate art therapy program in a major university in the Southeast instituted an internship/research site in a prison setting for its graduates. Ongoing dialogue between the intern placed at this facility and her faculty supervisor revealed unique boundary issues, specifically those that involve time, space, materials, self-disclosure, and transferential issues. Through supervision, the intern gained further insight into different approaches to addressing these boundary concerns. This essay focuses on the intern's struggles with certain boundary transgressions and the supervisor's responses to her inquiries. © 2006 Elsevier Inc. All rights reserved.

Purpose - This paper aims to analyse, through the lens of learning network theory, ways in which external VET practitioners work within private enterprises to promote learning within these organizations. Design/methodology/approach - The paper is based on analyses of six case studies in two Australian States, each comprising a vocational education institute and an enterprise. In total, 34 interviews were held with four groups of participant - TAFE managers and practitioners, enterprise personnel and worker-learners - from different industries. Findings - The paper finds that the overlaying of an external learning system on existing learning systems brings inevitable tensions that need to be carefully managed. VET practitioners working in industry operate in two worlds with very different cultures. They need to learn how to work within different power structures, how to build around existing work and learning networks, and how to mesh in with the flow of enterprise work. In the process of working with company staff, and crossing boundaries, they may well be creating a "third space" in which new meanings can be, and have to be, constructed that go beyond the limits of either site. Practical implications - The paper shows that understanding these ways of working has practical implications for VET managers and practitioners, company staff and policy-makers in terms of how human resources are managed and how different parties work together. Originality/value - The paper shows two objectives: a relatively new focus in the research literature and an extension of learning network theory in terms of external learning systems.

Teaching anatomy is becoming increasingly challenging due to the progressive evolution of university teaching missions, student populations, medical and undergraduate curricula, coupled with a paucity of empirically tested evidence-based instructional practices in the anatomical and medical education literature. As a mechanism to confront these pedagogical challenges, recent advances in educational psychology are analyzed for developing a framework to guide educational reform efforts. Extensive research in educational psychology over the last 100 years has resulted in four major theories on human learning that have facilitated a paradigm shift from teacher-centered to learner-centered classrooms and are described here in temporal order of development: behavioral theory, information processing theory, metacognitive theory, and social constructivist theory. Each theory is analyzed in detail and is used to construct instructional design principles for enhancing anatomical education research and practice. An example of a cognitively based learning environment for an undergraduate anatomy course is presented. Preliminary results suggest that intentionally drawing on different theories of learning when making instructional decisions gave students the learning support they needed to be successful and nearly doubled the course's student retention rate over a 3-year period. © 2006 Wiley-Liss, Inc.

We are nowadays so clued into the idea of GCE A-levels, five years at dental school, a year (or possibly two) of vocational training and then a career life-long learning process that the notion of anything less seems fanciful. And as for apprenticeships, well dental education has come on in leaps and bounds since those days. Hasn't it? Stephen Hancocks takes another look.

[No abstract available]

Objective: This study was undertaken to assess the evidence of whether new forms of medical training, where substantial training takes place in general practice, will be acceptable to GPs. In particular, we asked the questions: Are GPs willing to act as trainers and supervisors in their practices? Do GPs have the appropriate skills to be trainers? Do practices have the infrastructure and resources to support placements? And, are patients happy to be seen by medical students and General Practice Registrars? Design: Key Australian and international databases, key Australian journals and key Australian websites were searched for literature on general practice-based training of medical students and General Practice Registrars. Results: In the international and Australian literature, we found that many GPs consider training medical students and General Practice Registrars to be intrinsically satisfying. They vary in their skills, and most medical schools have made significant investments in training and support activities. Many practices do not have the necessary infrastructure, and investments need to be made if extended placements are to be successful. Many patients are happy to be seen by students and Registrars, but careful thought needs to be given to implementing appropriate models so that students have good learning opportunities, patients are not disadvantaged and general practices can operate efficiently. Conclusion: The success of this new model of clinical placements is dependent on medical schools having a detailed understanding of the needs and expectations of GPs. © 2006 The Authors; Journal Compilation © 2006 National Rural Health Alliance Inc.

Walter Edward Dandy (1886-1946) began his surgical training at the Johns Hopkins Hospital in 1910 and joined the faculty in 1918. During the next 28 years at Johns Hopkins, Dandy established a neurosurgery residency training program that was initially part of the revolutionary surgical training system established by William S. Halsted but eventually became a separate entity. Dandy's residents were part of his "Brain Team," a highly efficient organization that allowed Dandy to perform over 1000 operations per year, not counting ventriculograms. This team also provided rigorous training in the Halsted mold for the neurosurgical residents. Although exacting and demanding, Dandy was universally admired by his residents and staff. This article describes Dandy's neurosurgical residency program at Johns Hopkins, and provides personal recollections of training under Walter Dandy.

[No abstract available]

While much research has examined how education influences work outcomes, fewer scholars have questioned whether or how school-labor market relationships might influence educational outcomes. With their rising enrollments and growing occupational programs, 2-year colleges are an increasingly important site of the school-to-work transition. Using interview and survey data from a local sample of 14 public and private 2-year colleges, we describe the employer linkages forged at different types of 2-year colleges, how institutional contexts shape linking activities, and how college-employer links are related to students' efforts at college and confidence about degree completion. Using national longitudinal data (BPS and IPEDS), we test whether the patterns identified in our local sample are reflected nationally, examining whether the availability of job placement services by colleges predicts students' timely degree completion. © 2006 Elsevier Ltd. All rights reserved.