A Study of Occupation Socialization Process of Security and Secretary Service
The occupational socialization process of security and secretary service goes through four stages of preparation, adaptation, conflicts, and maturity and dynamic and incessant changes. The preparation stage includes the preparation to become a security and secretary service, the importance of what to prepare, usefulness of college education, required courses, and certificates. The adaptation stage includes the percentage of bodyguard and secretary, systematic nature of work, stagnation of the job, abilities required for a security and secretary service, elements to work on, job satisfaction, information sources, professionalism of the job, and future of the job. In the conflicts stage includes conflicts at work, difficulty of security and secretary service, problem-solving efforts, advice and consultation, satisfaction with workload, job stress, perceptions of others for security and secretary service, experience of trying to get another job, and supplements. And the maturity stage includes the changes to the roles and capabilities of a security and secretary service, autonomy of business management, degree of others` recognition of one`s abilities, methods to evaluate job performance, salary, social status and pride, and efforts for self-development.
The “Idola” of Sport Pedagogy Researchers
This paper's thesis is that idola conceptiones (conceptional fallacies) form an important block for the progress of sport pedagogy research that is relevant and useful to physical education practice. This viewpoint is elaborated in four consecutive steps: (a)Contribution to the improvement of practices should be the central commitment of researchers in sport pedagogy. Consequently, the knowledge-constitutive interest of a researcher should be in line with the action interest of the practitioners involved in the investigated practice. (b)The question of the compatibility of the knowledge-constitutive interest of the researcher and the action interest of the practitioner is decided at the level of conceptual assumptions. (c) Sport pedagogy researchers should make their conceptual assumptions explicit so that practitioners are enabled to check whether the researcher's staning points fit their own starting points. (d)Present sport pedagogy research too often fails to be based on clearly explicited and consistent conceptual assumptions and consequently runs the risk to produce mere information instead of useful knowledge.
Joint University Program for Air Transportation Research, 1982
A summary of the research on air transportation is addressed including navigation; guidance, control and display concepts; and hardware, with special emphasis on applications to general aviation aircraft. Completed works and status reports are presented also included are annotated bibliographies of all published research sponsored on these grants since 1972.