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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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Awards; Community Colleges; Certification; Allied Health Occupations; Fire Protection; Police; Maintenance; Welding; Business Administration; Information Technology; Building Trades; Employment Qualifications; Employment Opportunities

Abstract:
Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 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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Foreign Countries; Professional Personnel; Knowledge Economy; Occupational Mobility; Age Groups; Educational Attainment; Government Employees; Business; Working Hours; Salaries; Multiple Employment; Finance Occupations; Managerial Occupations; Building Trades; Service Occupations; Social Services; Transportation; Communications; Occupations; Occupational Surveys

Abstract:
It seems evident that the prospects of the country's development lie in a balanced model of the sectors and branches of Russia's economy, first and foremost with the creation of high-technology sectors and with higher significance attached to intellectual work and services. In terms of sociology, this task is linked closely to changes in the professional structure, and the focus is on groups of workers of high qualification. They are the ones who comprise the intellectual potential of economic growth, an essential factor in the dynamics of branches and sectors of the economy that are based on high technologies and lead to innovations. The present article looks at the resources of the intellectual potential in the professional structure, in other words, the professional groups of workers who have a high level of education and are employed in work that requires high qualifications and the performance of multifunctional tasks. The focus of the examination is concentrated on the current state as well as on the transformation of the redistribution of these groups in the current period. The latter, moreover, is interpreted as changes in the structure, status, and characteristics of workplaces [and in] the professional activity of specialists. A particular focus of attention is the character, tendencies, and factors of labor mobility, whose intensiveness and quality have always been viewed as extremely important indicators of the functioning and development of society. Analysis on the current state of the intellectual and professional potential of Russia shows that the career aspirations of young specialists do not fit well with the labor force needs, and are not well suited to developing crucial areas of the economy. (Contains 7 tables and 7 notes.) [This article was translated by Kim Braithwaite.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Job Training; Introductory Courses; Training Methods; Nontraditional Students; Adult Students; Experienced Teachers; Trainers; Interaction; Computer Simulation; Simulated Environment; Computer Assisted Instruction; Construction Industry; Building Trades; Occupational Safety and Health; Program Effectiveness; Instructional Effectiveness; Surveys; Semi Structured Interviews; Use Studies; Usability

Abstract:
The popularity of simulators to augment training programs for operators of heavy machinery has been growing across several industries including mining, rail and more recently construction. High-fidelity, interactive simulation is typically achieved through complete immersion in brief, stressful and complex VR scenarios. The use of simulation benefits industry through a reduction in training time, increasing safety and resulting in less damage to on-site equipment. Advantages to training providers across all industries include lower capital costs, less operational risk, and faster set up time. While some industries have been quick to embrace simulation training, civil construction has not. This paper introduces a project being undertaken to test the effectiveness of heavy plant simulators to improve current operator training methods. As a test case a simulator module was utilized in a 10 week introductory course in construction. A short survey explored the trainer's perspective on usability and effectiveness of the simulator for the purpose of gaining expert opinion and perceptions on the usability of a plant simulator in a real world construction skills course application. Initial feedback from these experienced trainers indicates several advantages to skills training and development using a simulator. (Contains 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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Foreign Countries; Structural Elements (Construction); Skilled Workers; Apprenticeships; Course Descriptions; Program Descriptions; Training; Industry; Training Methods; Safety; Certification; Educational Policy; State Policy; Public Agencies; Building Trades; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design

Abstract:
The graduate of the Roofer apprenticeship program is a certified journeyperson who will be able to: (1) understand the principles and practices of roofing; (2) know the characteristics and to understand the actions and interactions of roofing materials; (3) interpret plans and specifications and to layout and develop projects accordingly; (4) calculate material and quantities; (5) use hand tools and powered equipment in a proper and safe manner; (6) relate to the work of other tradesmen in the construction industry; (7) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of the Roofer Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Construction Industry; Apprenticeships; Building Trades; Adult Education; Outcomes of Education; Labor Force Development; Urban Programs; Employer Attitudes; Program Effectiveness; Education Work Relationship; Employment Opportunities; Career Counseling

Abstract:
This publication shares research from site visits conducted to construction pre-apprenticeship programs in Baltimore, Hartford, Milwaukee and Portland (OR). Findings from the site visits, which included interviews and focus groups with pre-apprenticeship program staff, public officials, philanthropic leaders, construction industry leaders and employers, and pre-apprenticeship participants, showed programs in these cities to be of high value to workers, employers and other stakeholders in the their regional construction labor market. The publication reviews how programs target a variety of education and employment outcomes for workers and use industry networks and staff expertise in order to meet a wide range of worker and employer needs in the construction industry. WSI also makes several recommendations about how pre-apprenticeship programs could be better supported to help their participants achieve outcomes that are aligned with participants' interests and needs as well as the realities of the labor market. (Contains 5 figures and 23 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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Intervention; Smoking; Hypothesis Testing; Evaluation; Blue Collar Occupations; Models; Apprenticeships; Surveys; Control Groups; Building Trades

Abstract:
Only a few of the interventions that target blue-collar workers have conducted formal analysis to evaluate the specific attributes of their intervention that are associated with success or failure. This study examined the role of dual hazard and decisional balance in the MassBUILT smoking cessation intervention. The authors conducted sets of multivariable linear and logistic regressions that examined if (a) the intervention was associated with changes in the psychosocial variables and (b) increase in psychosocial variables was associated with increase in smoking cessation. As hypothesized by the theoretical basis of the study, higher scores on both of the psychosocial variables were significantly associated with smoking cessation. However, the intervention did not change decisional balance and decreased dual hazard. The variables examined were important but were not mediators of the MassBUILT intervention and this could have contributed to the significant relapse in smoking among study participants. (Contains 5 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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Foreign Countries; Educational Facilities Design; Student Attitudes; Student Participation; Learner Engagement; Curriculum Development; Program Descriptions; School Buildings; School Construction; Building Trades; Vocational Education

Abstract:
Involve students in the design and construction stages of new schools?--"Are you serious?" "Leave it to the experts", "We don't have time--the programme is very tight", "What do they know?", "They'll get in the way!", "It's not our job!" are still responses from some involved with design and build of new learning spaces. However, experience shows that many students, of all ages, are very concerned about their learning. They understand how they learn effectively and have clear views concerning in what types of spaces they learn most effectively. Many construction consortia have learnt about the power and value of student voice along with the challenge and creative thinking they bring. The result of this student involvement is that exciting, transformative and effective school design has really begun to emerge. Many new schools and refurbishment projects are learning that, by asking the people who will use them, the students, they have a powerful very knowledgeable and informed voice in contributing to the design of effective learning spaces. Using students helps ensure learning spaces work effectively and sensibly to allow learners to learn, and work together in the way that they want to. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Video Technology; Distance Education; Program Effectiveness; Study Centers; Instructional Materials; Instructional Effectiveness; Adoption (Ideas); Developing Nations; Adult Education; Educational Policy; Educational Development; Vocational Education; Instructional Design; Program Descriptions; Student Surveys; Student Attitudes; Participant Satisfaction; Instructional Material Evaluation; Masonry; Building Trades; Correctional Education; Statistical Analysis; Questionnaires; Multimedia Instruction

Abstract:
As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness of video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials. Specifically, this paper aims to assess learners' acceptance and satisfaction with the materials. It also aims to determine whether levels of learner satisfaction and acceptance differ according to study centres. Data were collected from 71 respondents at three study centres using a self-completion questionnaire comprising 17 Likert-type items. The data were analyzed using descriptive statistics, ANOVA, and Scheffe's post hoc test at a 0.05 level of significance. Learners appeared positive about their learning experiences with the use of video-based instructional materials to learn practical skills at a distance as they rated highly all the items assessing their acceptance and satisfaction. Results of item-by-item ANOVA regarding learner acceptance indicated that the respondents, categorized according to study centres, exhibited similar levels of acceptance for nine of the ten items. For learner satisfaction, there were no statistically significant differences for six of the seven items. Thus, learners of different study centres exhibited about the same level of acceptance and satisfaction. (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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Urban Programs; Adult Education; Building Trades; Trade and Industrial Education; Labor Force Development; Program Development; Student Recruitment; Curriculum; Program Evaluation; Admission Criteria; Ancillary School Services

Abstract:
Over the past two decades, inner-city communities have witnessed double-digit joblessness among an increasing number of residents who are relegated to the status of the "permanent" unemployed or the permanent underclass. These residents cannot hope to be competitive in a changing and evolving labor market. Relying on public assistance, low-wage part-time work without benefits, and struggling through spells of unemployment, these residents scuffle to survive during economically successful years and they are the last to experience long-term employment with family sustaining wages during an economic recovery. Particularly problematic for residents of inner-city communities is finding employment opportunities that pay well, and which cannot be exported to suburban communities, other states, or other countries. Although highly sensitive to economic boom and bust cycles, construction jobs offer this opportunity. However, in many urban settings, these jobs are controlled largely by unions, wherein membership is still highly evasive for people of color. Since the 1990s several federal, state, local and community-based initiatives emerged to meet the employment readiness needs of these residents and others through comprehensive training. While adult education and training efforts are recognized as important to the future employment endeavors of these residents; the designers of the intervention programs do not seem to view theoretically-based adult education and training as a central concern. Further, the adult education literature does not contain a critical lens on the quality of these programs. This article provides an adult education theory-based critical analysis of published case evaluations of three very different pre-apprenticeship workforce training programs. The programs include the "Newark/Essex Construction Careers Consortium" (N/ECCC), the Building Bridges Project (BBP) "Night Class," and the BBP "Carpenters Class." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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