Organizational Health Educational Institutions Essay

Pages: 8 (2709 words)  ·  Bibliography Sources: 8  ·  File: .docx  ·  Level: Master's  ·  Topic: Education - Mathematics

The refrain is often heard that not enough students graduate with degrees in STEM majors, and that students in America are not able to compete with students in Canada, Finland, and South Korea who score higher on their mathematics tests than do students in the U.S. ("Business Coalition," 1998; Hacker, 2012).

Section IV: A Learning Solution Proposal

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The expectation that people should have a solid grounding in arithmetic and basic numerical skills, such as ratios, decimals, and estimating, is both fair and prudent (Association of Manufacturers," 1998; Teachers of Mathematics," 1989). Yet the changing workforce is likely to alter the skillsets needed by employees in manufacturing-relevant positions. In fact, the Georgetown center on Education and the Workforce has provided a definitive analysis that indicates only about 5% of entry-level workers will be required to be proficient in algebra or mathematics above that level. One question that the Georgetown Center on Education and the Workforce has presented is just how many positions are actually available for graduates from STEM-based course -- a perspective that flips the conventional concern on its head. Typically, the question of interest is directed toward the shortages of skilled workers rather than asking how many positions are actually available that required the STEM-based skills. Not asking the right question at the right time about the nexus between the labor force and higher education contributes to surplus graduates with a particular major, a phenomenon that has variously happened with nurses, teachers, and is currently impacting engineers. A study completed in January 2012 by the Georgetown center found that the unemployment rate for engineering graduates is 7.5%, and for computer scientists, the unemployment rate is 8.2%.

Essay on Organizational Health Educational Institutions Generally Assignment

By adapting a tripartite technical education and job training program similar to the apprenticeship programs in Germany, issues about the actual skills that are needed on the job and the education that students are required to obtain will be aligned. The model is entirely collaborative and requires that policy makers / public authorities, organizations and associations of employers, and trade unions work together to articulate meaningful curricula and educational programs (Bosch, 2000). For instance, according to the German national Vocational Training Act, technical and vocational training needs to emphasize "broad basic vocational knowledge and the knowledge and technical skills required to perform an occupational activity" (Bosch, 2000). Clearly, a system that focuses on the skills actually needed in a particular job precludes a focus on the needs that serve the purpose of the training firms (where apprentice placements are located) and on the specified standards of the educational institutions (Bosch, 2000).


Conventional wisdom and crowd-sourcing have led to a uniform approach to educational preparation that strongly emphasizes the STEM-based skillsets. The pressure to yield ever higher performance scores in engineering, mathematics, science, and technology regardless of students' intentions for college majors and courses of study has led to a growing body of discouraged students. The talents of these students may lie in areas outside of STEM majors. In much the same way that Marcus Buckingham-in his research on managerial effectiveness for the Gallup organization -- argues that managers must develop workers' strengths rather than focusing on the weaknesses, the American educational system must establish performance standards that mesh with the diversity of talents and interests of students who are attending or hope to attend institutions of higher education. The first step in this direction is to ensure that robust workplace-based instruction is available to students through collaborative arrangements with employers and apprenticeship programs. The efficiency of this process -- which borrows from inventory control just-in-time principles -- will help to ensure that training is current and reflects true employment skill demands.


Barth, P. (1997, November 26). Want to keep American jobs and avert class division? Try high school trig. Education Week, 30,33.

Bosch, G. (2000). The Dual System of Vocational Training in Germany. In Tremblay, D.-G. And Doray, P. (2000). Vers de nouveaux modes de formation professionnelle? Le role des acteurs et des collaborations. Quebec: Presses de l'Universite du Quebec.

____. (1998). Business Coalition for Education Reform. The Formula for Success: A Business Leader's Guide to Supporting Math and Science Achievement. Washington, DC: U.S. Department of Education.

Hacker, A. (2012, July 20). Is algebra necessary? The New York Times [national ed.], SR1, SR6.

Hallinan, M.T. (2002). Ability grouping and student learning. [Prepared for Brookings Papers on Education Policy Conference: The American High School Today on May 14-15, 2002.] Washington, DC: The ?Brookings Institution.

____. (1998). National Association of Manufacturers. The Skilled Workforce Shortage,

____. (1989). National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics. Reston VA: NCTM.

____. (2010). Division of Workforce System Support. Skill Assessment and the Occupational Information Network (O*NET®) System. Retrieved [Type text] [Type text] [Type text]


Improving the Organizational Health of Educational Institutions

Appendix A: Instructional Problem Concept Map

Figure 1.1 The Collaborative Employer-Student Technical Preparation Plan

Appendix B: Assessment Instrument

Sample Questions from Biotechnical and Environmental Science

1. A patient is connected to a medical device via two electrodes as shown below, each with a diameter of 10 cm. The maximum allowable leakage current is 0.005 amps (5 milliamps). Calculate the maximum voltage allowed across the electrode leads to maintain a safe current for the following conditions: (a) dry skin, (b) gel coated skin, and (c) penetrated skin. Assume RV = 200 ?. Voltage = I (R electrode 1 + RV + R electrode 2).

2. A device was brought into the lab that had no output. There are no service manuals available for this device. Upon further investigation, you find a burned out capacitor, the value is unreadable. You find that the circuit looks like the one shown below. What should be the value of C. To maintain less than 2 mV of ripple?

3. A transducer is intended to be interfaced to a measuring device. The transducer produces a minimum sinusoidal output of 0.05 mV @ 1 ?A . The measuring device requires a minimum input of 10 mV. Design an amplifier that will perform this interface. Be sure to specify component types including part numbers.

4. You are asked to design a resistive load to test output of a DC power supply. The power supply must be capable of producing 2 amps at 100 volts. The load must be designed with a 200% safety factor. Specify the value of the resistive load including resistance and power ratings.

5. An equipment cabinet must be protected by safety interlocks. There are two access panels with interlock switches. There is a key switch and there is a start button. When the access panel is open, the switch outputs a logic level 1, when closed, a 0. The only time that the process will start is when all panels are closed and the key switch is on. The key switch outputs a 1 in the on position. When these conditions are met, output a 1 to the "start process" line. If conditions are not met, output a 1 to the "system halted" line.

6. A technician customarily counts the number of leaves on cloned plants. The results of nine such counts in successful experiments are: 75-54 55-61 71-67 51-77-71?If the technician obtains a count… [END OF PREVIEW] . . . READ MORE

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APA Style

Organizational Health Educational Institutions.  (2012, August 20).  Retrieved May 30, 2020, from

MLA Format

"Organizational Health Educational Institutions."  20 August 2012.  Web.  30 May 2020. <>.

Chicago Style

"Organizational Health Educational Institutions."  August 20, 2012.  Accessed May 30, 2020.