Plumbing Students at Work

Two students are depicted working on a mock bathroom in the Plumbing Department at the New York Trade School. Black and white photograph.

Sheet Metal Department Students at Work

Students in the Sheet Metal Department at the New York Trade School are shown working on ductwork in a classroom at the school. Black and white photograph.

Sheet Metal Students at Work

A class of sheet metal students are shown working in this black and white photograph.

Air Conditioning Students at Work

Four students from the New York Trade School are pictured working on an air conditioning unit. Photograph is black and white.

Students at Work in the Welding Department

Several students are pictured in a classroom in the Welding Department at the New York Trade School. Some are shown emerging from welding booths at the right of the photograph. Black and white photograph.

Sign Painting Students at Work

A classroom of students in the Sign Painting Department at the New York Students is shown working on a variety of signs. Black and white photograph.

Automotive Students at Work

A group of students from the New York Trade School Automotive Dept are at work in a classroom Note the coveralls of the student in the foreground embroidered with the school's name. Black and white photograph with some damage from writing near the bottom.

Carpentry Students at Work

A number of carpentry students are shown working in the Carpentry Lab at the New York Trade School. Black and white photograph.

Students in the Sheet Metal Department at Work

A view of students at work in a classroom in the Sheet Metal Department at the New York Trade School. Black and white photograph.

The influence of study schedules and work on the sleep-wake cycle of college students

College students usually exhibit an irregular sleep-wake cycle characterized by great phase delays on weekends and short sleep length on weekdays. As the temporal organization of social activities is an important synchronizer of human biological rhythms, we investigated the role played by study's schedules and work on the sleep-wake cycle. Three groups of female college students were investigated: (1) no-job morning group, (2) no-job evening group, (3) job evening group. The volunteers answered a sleep questionnaire in the classroom. The effects of day of the week and group on the sleep schedules and sleep length were analyzed by a two way ANOVA for repeated measures. The three groups showed delays in the wake up time on weekends. No-job evening and morning groups also delayed bedtime, but the job evening group slept at the same time on weekdays as on weekends. Sleep length increased on weekends for morning group and job evening group, whereas the no-job evening group maintained the amount of sleep from weekdays to weekends. This survey showed that the tendency of phase delay on weekends was differently expressed according to study's schedules and work.

Occupational ergonomics: Work posture among Brazilian dental students

This study involved observational assessment of work posture in relation to recommended ergonomic posture the requirements necessary for ergonomic posture among students in the final year of a degree program at the School of Dentistry of Araraquara-UNESP/Brazil (n =73) and investigation of the association of work posture with sex, the type of procedure, four-handed dentistry, and the region of the mouth being treated. The work posture of the students during 250 clinical procedures was observed by means of pictures. Each procedure received a posture classification: Adequate, partially adequate, or inadequate. A descriptive statistical analysis was conducted. The prevalence of final posture classification was calculated using 95% confidence intervals and point estimate. Associations of interest were studied using the chi-square test, with a 5% significance level. It was concluded that the prevalence of procedures performed with partially adequate posture was high, and that the final work posture classification was not associated with the variables of interest. © 2013 Taylor & Francis Group.

Do Students Progress if They Self-Assess? A Study in Small-Group Work

In this action research study of my classroom of 8th grade mathematics, I investigated the effects of self-assessment on student group work. Data was collected to see how self-assessment affected small-group work, usage of precise mathematical vocabulary, and student attitudes toward mathematics. Self-assessment allowed the students to periodically evaluate their own learning and their involvement in math class. I discovered that the vast majority of students enjoy working in small-groups, and they feel they are good group members. Evidence in regard to use of precise mathematical vocabulary showed an increased awareness in the importance of its usage. Student attitudes toward mathematics remained positive and unchanged throughout the research. As a result of this research, I plan to continue use of small-group work and selfassessment. I will continue emphasis on the inclusion of precise mathematical vocabulary as well as on training on cooperative learning strategies.

Challenges of Students’ Industrial Work Experience Scheme (SIWES) in Library and Information Science in the ICT Environment

The ICT revolution has permeated every profession and all areas of human endeavour. Professions such as law, medicine , engineering, and library and information science are adjusting to the ICT environment through re-tooling, retraining, and curriculum revision. The purpose of this study is to explore the impact of ICT on the student industrial work experience scheme (SIWES) of library and information science students. It traces the historical development of the scheme, the ICT development trends in LIS, and the challenges this development brings to SIWES. Strategies to absorb this shock created by ICT are offered.

The Caring Teacher: A Multiple Case Study That Looks at What Teachers Do and Believe about Their Work With At-Risk Students

Caring teachers have been identified as a critical component of successful interventions with at-risk students, however just what constitutes a caring teacher is less well understood. Specifically, what are the behaviors, characteristics, and beliefs of caring teachers, and how are they impacted by the contexts within which they work? The purpose of this multiple case study was to understand more about caring teachers who work with at-risk students in secondary schools located in a Midwestern city and thereby to add complexity to the literature. Two middle school teachers and two high school teachers were recruited to participate. They were observed on multiple occasions and interviewed twice. The data from these observations and interviews were initially analyzed case by case; the cross case analysis based on the results from the individual case resulted in 6 themes that were present across the four cases. The following themes were identified: the role of relationships, perspective on at-risk students, providing opportunities for students to develop a positive sense of themselves, the value of a positive classroom experience for both students and teacher, negotiating power, and flexibility. Implications of this research for psychologists, educators, and policy makers, as well as future research are also discussed.