Effects of Rural Work Experience on Environmental Preservation Action Will of High School Students Living in a City

2005 ◽  
Vol 68 (5) ◽  
pp. 613-616 ◽  
Author(s):  
Chiharu NISHIURA ◽  
Toshinori SHIGEMATSU ◽  
Kazuo ASAHIRO
Keyword(s):  
High School ◽  
High School Students ◽  
Work Experience ◽  
School Students ◽  
Environmental Preservation ◽  
Rural Work

scholarly journals Introduction to Information Literacy: An Online Library Media Course for High School Students

2021 ◽  
Author(s):  
Margaret Lincoln
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Information Literacy ◽  
Work Experience ◽  
Department Of Education ◽  
Library Media ◽  
School Students ◽  
Graduation Requirement ◽  
Online Library

During the academic year 2007-2008, a hybrid online course was piloted at Lakeview High School in Battle Creek, Michigan. The course was created in response to a newly mandated Michigan Department of Education online learning graduation requirement. Blackboard Learning Management System was utilized for instruction. The curricular focus was information literacy. Students included 11th and 12th graders who also gained real world library work experience. In the new online learning environment, library media specialists are creating an infrastructure to support the dynamic and evolving ways that students and teachers use information resources.

scholarly journals Starting Them Young: Introducing High School Students to Community Gerontology

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 8-8
Author(s):  
Marjorie Getz ◽  
Sherri Morris
Keyword(s):  
High School ◽  
Older Adults ◽  
High School Students ◽  
Work Experience ◽  
Supported Housing ◽  
School Students ◽  
Community Based ◽  
Program Goal ◽  
Caregiver Support ◽  
Support Materials

Abstract The Clinical Research Experience Internship Program (CREST) provides participants with foundations in scientific research appropriate for high school students interested in clinical careers in health-related disciplines (for example, nursing). The overall program goal is to provide research and career experiences to individuals from disadvantaged backgrounds, racial/ethnic minorities, and others who are underrepresented in these fields. The focus of this presentation is that part of the CREST program that has been ongoing since 2013. One program mentor has provided an internship experience to 22 high school students training in and work experience with community-based programs designed to improve health for older adults (identified as ‘community gerontology’). This poster presentation describes some of these experiences (e.g., preparation of caregiver support materials, preparation of nutrition based materials for congregate meal sites for older adults, coaches’ training and program implementation of several evidence-based community programs). Students have worked with older adults in senior housing facilities, supported housing complexes for veterans, and congregate meal sites for older adults. Because of the program experience, the CREST program helps dispel common stereotypes about older adults and encourages students exploring possible clinical career options to consider focusing on older adults as client populations. Program components are described which can allow conference participants to decide on the applicability of this type of programming for their own communities. Qualitative data are presented that provide insights into these experiences as these influence choice of college major and projected career paths and attitudes about working in community-based healthcare with older people.

Accrediting high-school students’ part-time work to support effective transitions to, through and beyond university

2018 ◽  
Vol 32 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Carl Evans ◽  
Mark Richardson
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Work Experience ◽  
School Students ◽  
Transition To University ◽  
Work Activities ◽  
Time Work ◽  
Part Time ◽  
Part Time Work

Models of accrediting work-based learning are now commonplace in universities. The purpose of this viewpoint article is to highlight an opportunity for universities not only to accredit students’ part-time work against the degree award but also to extend the process into schools by accrediting the part-time work undertaken by year 12 and 13 students against their future degree studies. The operations and benefit of adopting such an approach from the perspective of all stakeholders are discussed. Accrediting year 12 and 13 students, and giving appropriate unit credit against the subsequent degree studies, provides universities with enhanced relationships and potential student buy-in and thereby may increase recruitment. It also brings the employability agenda to the forefront and aids students’ transition to university. The approach described here offers universities an opportunity to develop relationships with schools and colleges and to encourage buy-in for students to progress to degree programmes. While students’ part-time work activities have received much academic scrutiny, the suggestion to accredit pre-university students’ work experience to gain accreditation for future degree studies offers a distinct proposition for universities. There are also a number of challenges to be addressed if it is to work effectively, and these too are outlined.

scholarly journals Building Skills for the Future: Teaching High School Students to Utilize Remote Sensing of Wildfires

2020 ◽  
Vol 12 (21) ◽  
pp. 3635
Author(s):  
Stefania Amici ◽  
Marek Tesar
Keyword(s):  
High School ◽  
Remote Sensing ◽  
High School Students ◽  
Work Experience ◽  
Teaching And Learning ◽  
School Students ◽  
School Work ◽  
Economic Transformations ◽  
Space Projects ◽  
Future Work

A substantial proportion of Italian students are unaware of the connection between what they learn at school and their work opportunities .This proportion would most likely increase if data were collected today, given the generation of a broad range of new jobs that has arisen due to advancements in technology. This gap between students’ understanding of what they learn at school and its application to the broader world—the society, the economy and the political sphere—suggests there needs to be a rethinking of how teaching and learning at school is conceived and positioned. To help students to approach ongoing social and economic transformations, the Italian Educational Ministry (MIUR) has endorsed a school–work interchange program which, aligned with the principle of open schools, aims to provide students with work experience. It is within the scope of this initiative that we have tested high school students with remote sensing (RS) from space projects. The experience-based approach aimed to verify students’ openness to the use of satellite data as a means to learn new interdisciplinary skills, to familiarize themselves with methodological knowledge and, finally, to inspire them when choosing a university or areas of future work. We engaged three cohorts, from 2017, 2018 and 2019, for a total of 40 h each year, including contact and non-contact time. The framework of each project was the same for the three cohorts and focused on the observation of Earth from space with a specific focus on wildfires. However, the initiative went beyond this, with diverse activities and tasks being assigned. This paper reports the pedagogical methods utilized with the three cohorts and how these methods were transformed and adapted in order to improve and enhance the learning outcomes. It also explores the outcomes for the students, teachers and family members, with respect to their learning and general appreciation.

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