Selection, Engagement and Disengagement of Learning Goals in Older Workers and their Respective Employers: Preliminary Findings in a Sample of Mature Age Australians

The flexibility and universality of lifespan development psychology makes it an attractive framework to study workforce ageing. A questionnaire was administered to an older worker sample to address the applicability of this theory to HRD and HRM initiatives. Six subscales were identified in factor analysis that closely resembled the original conceptual model. Analysis of demographic data revealed that supervisory tasks and educational aspirations were related to selection of and engagement in learning and development activities

Career Aspirations of Older Workers: An Australian Study

Global challenges associated with the ageing workforce include lower levels of education and negative attitudes of older workers towards learning and covert age discrimination in the workplace. This report discusses initial findings from a survey of older workers employed in regional areas in Australia. The older workers surveyed were predominantly blue collar with low levels of formal education. Contrary to the stereotypical views, there were few attitude differences between older (>40 years) and younger workers (≤40 years). However, gender, education level and job type had a greater impact on attitudes in the older workers when compared to their younger colleagues

Pathology, bias and queer diagnosis : a crip queer consciousness

The medical industrial complex has historically contributed to the oppression and pathology of queer and disabled people in a myriad of ways; through forced medication and institutionalization, as well as denial of self-determination and identity. Queer theory and disability theory both challenge modes of normalcy directly related to both queer and disabled identities by using a lens that encompasses sexuality, gender, embodiment, health and impairment. This paper will use queer theory and disability theory to analyze the ways in which queer and disabled identities are connected and co-constructed, as well as, the ways in which these intersections may expand our thinking in social work. The current diagnosis and controversy around Gender Identity Disorder as a diagnosis in the DSM will be examined through the lenses of queer theory and disability theory, to aid in the continued movement to depathologize queer and disabled identities. It is the perspective of this paper that the liberation of queer people is directly linked to the liberation of disabled people and that trans/queer justice is disability justice

Stability of the learning and development survey: findings for mature aged local government and private healthcare organisations

This article investigates work related learning and development amongst mature aged workers from a lifespan developmental psychology perspective. The current study follows on from research regarding the construction and revision of the Learning and Development Survey (LDS; Tones & Pillay, 2008). Designed to measure adaptive development for work related learning, the revised LDS (R-LDS) encompasses goal selection, engagement and disengagement from individual and organisational perspectives. Previous survey findings from a mixed age sample of local government workers suggest that mature aged workers aged over 45 years are less likely to report engagement in learning and development goals than younger workers, which is partly due to insufficient opportunities at work. In the current paper, exploratory factor analysis was used to investigate responses to the R-LDS amongst two groups of mature aged workers from a local government (LG) and private healthcare (PH) organisation to determine the stability of the R-LDS. Organisational constraints to development accounted for almost a quarter of the variance in R-LDS scores for both samples, while remaining factors emerged in different orders for each data set. Organisational opportunities for development explained about 17% of the variance in R-LDS scores in the LG sample, while the individual goal disengagement factor contributed a comparable proportion of variance to R-LDS scores for the PH sample. Findings from the current study indicate that opportunities for learning and development at work may be age structured and biased towards younger workers. Implications for professional practice are discussed and focus on improving the engagement of mature aged workers

Associate Teachers’ Learning Networks: A Figurational Analysis of Initial Teacher Education

Purpose of this paper: The aim of this paper is to use the lens of figurational sociology to analyse the learning networks of physical education (PE) associate teachers (ATs) in England. More specifically, it aims to develop a more adequate understanding of who is involved in the learning networks and how they influence ATs during their one-year postgraduate initial teacher education (ITE) programme. Design/methodology/approach: A total of 35 ATs within a university ITE partnership took part in the study during the final phase of their postgraduate programme. Questionnaires and semi-structured interviews were used to examine the nature and impact of the interdependent relationships that they had developed with other individuals and groups. A process of content analysis was used to identify and analyse patterns in the data. Findings: Mentors have the most influence over ATs. They support the inclusion of the ATs within the PE department, but elements of the mentors’ role are contradictory and can unintentionally hinder the ATs’ teaching. Mentors, teachers and tutors also share a common social habitus that ensures a degree of conformity within the PE community. New experiences tend to reinforce ATs’ existing beliefs about the nature and practice of teaching PE. Research limitations/implications (optional): Practical implications (optional): These findings have implications for providers of ITE in deciding who is involved in mentor training and how it is approached. If ATs are to be introduced to more innovative teaching approaches that promote change, then tutors need to collaborate with mentors and teachers to develop awareness of their often-unplanned influence. Social implications (optional): What is original/value of paper: Applying the distinctive, and more generally sociological, concepts that make up the figurational perspective helped to develop a more adequate understanding of the ATs’ learning networks. It provided an insight into the changing relationships that ATs have with their mentors and other individuals who work within the school and university context

Twenty-third Annual Ouachi-Tones Pop Concert

This is the program for the spring concert of the Ouachi-Tones, held on January 14, 1989, in Mitchell Hall and directed by Mary Shambarger

Twenty-fourth Annual Ouachi-Tones Pop Concert

This is the program for the spring concert of the Ouachi-Tones, held on January 20, 1990, in Mitchell Hall and directed by Mary Shambarger

Twenty-first Annual Ouachi-Tones Pop Concert

This is the program for the spring concert of the Ouachi-Tones, held on January 24, 1987, in Mitchell Hall and directed by Mary Shambarger

An Overview of the Adaptive Behaviour Profile in Young Children with Angelman Syndrome: Insights from the Global Angelman Syndrome Registry

Objectives: Angelman syndrome (AS) is a rare genetic disorder that affects the expression of the UBE3A gene within the central nervous system that profoundly impacts neurodevelopment. Individuals with AS experience significant challenges across multiple adaptive behaviour domains including communication, motor skills, and the ability to independently perform daily functions such as feeding, and toileting. Furthermore, persons with AS can demonstrate specific behaviours that limit their ability to participate within their social environment that vary with age. The aim of this paper is to explore the adaptive behaviour profile through parent report from the Global Angelman Syndrome Registry. Methods: Specific parent report data from the Global Angelman Syndrome Registry were analysed to explore the adaptive profile of 204 young children, under the age of 6 years old, with formal diagnoses of AS. Analysis of data focused on communication skills, gross and fine motor skills, daily self-care skills (feeding, toileting, and dressing), and behavioural characteristics. Several relationships were explored: (a) the age at which certain skills were first performed based on genotype; (b) abilities in motor and adaptive behaviours, according to age and genotype, and (c) the frequency at which children performed specific communication skills and the presence and frequency of challenging behaviours, across age and genotype. Results: We visually present the ages at which frequent speech, walking, and independent dressing and toileting were first mastered by children. Additionally, we provide in-depth descriptives of expressive and receptive communication skills (including the use of alternative communication forms), fine and gross motor skills, eating, dressing, toileting, anxiety, aggression, and other behavioural characteristics. Conclusions: This cross-sectional profile of adaptive skills in 204 young children with AS showcases that although many communication, motor and adaptive skills were determined by age, children with a non-deletion aetiology exhibited advantages in communication skills, which may have impacted upon subsequent adaptive skills. The use of parent report in the present study provides valuable insight into the adaptive behaviour profile of young children with AS