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Dennis Barker argues that problem solving should be the basis of learning.

In a world which is becoming more and more complicated at an ever increasing pace, problems are becoming more numerous and difficult. The available information for solving them is becoming too complex and unwieldy. Hence people trained in problem solving and producing creative solutions will become increasingly more important in the future.

The Indian education system is still based on the British model exemplified by Macaulay's army of clerks bringing about the cultural conquest of India. Well over 70 per cent, however, of the Indian population is directly involved in agriculture and lives in a rural area. Today, and for many years past, unemployment amongst graduates and diploma holders has reached colossal proportions. Posts advertised for minimum qualifications get applications from graduates. This has led to unrest amongst the student population of course. In fact, the Indian education system is geared to producing people of European culture, unemployable and apparently unwanted in India at present.

November 23, 1972 Master and Servant — Breach of statutory duty — Mine — Management's duty to ensure suitable appliances “readily available” — Supplies available between shifts at colliery stores — Need for tool at coal face during shift — Whether system complying with regulation — Coal and Other Mines (Managers and Officials) Regulations, 1956 (S.I. 1956 No. 1758), reg. 2.

January 27, 1970 Mines Quarry — Dangerous machinery — Moveable bar on tractor — Four‐inch nip when bar fully raised — Tractor being removed from pit by attaching dragline to bar — Slip by employee trapping foot in nip — Whether a “dangerous” exposed part of machinery — Whether duty to fence — Dragline not long enough to reach if tractor on level ground — Tractor backed short way up slope of pit — Whether failure to provide longer dragline breach of statutory or common law duty — Mines and Quarries Act, 1954 (2 & 3 Eliz.II, c.70), ss. 82(1), 115.

In many studies of the family there is an assumption that the family unit consists of the father as the principal (or even sole) wage earner and contributor to the family finance, with the mother having a subordinate role in earning; the children are usually seen, in this idealised account, as living at home and being financially dependent on the parents. Dennis, Henriques and Slaughter, for example, describe the family as “normally a group of father, mother and children all dependent upon the wage of the father”. The family, however, is not static, but changes in structure and function over time. In a very early study, for example, Rowntree suggested that, after the financial difficulty of the child rearing phase, there came a stage of relative affluence when unmarried children are working, still living at home, and contributing to the total family income.

This chapter focuses on the impact of generational differences between younger (Millennial) and older generations of frontline miners on team performance as one of the factors that compelled the mining teams to make a plan (planisa) at the rock-face down the mine. In this context, making a plan is a work strategy the mining teams adopted to offset the adverse impact of intergenerational conflict on their team performance and on their prospects of earning the production bonus. The chapter examines intergenerational conflict within the mining teams as a work and organisational phenomenon rather than simply from a birth cohort perspective. It locates the clash of older and younger generations of miners and their generational identities in the historical, national and social contexts shaping the employment relationship, managerial strategies, work practices and production culture of the apartheid and post-apartheid deep-level mining. This shows the impact that the society has in shaping the differences across generations. The chapter highlights work group dynamics that generated conflict between the older and younger generations of frontline mineworkers. The chapter argues that at the heart of the intergenerational conflict was their orientation towards work and management decisions.

This paper aims to highlight the social dynamics associated with the interaction between temporary and permanent organizational members in non-work-related situations. This view contrasts with previous studies which predominantly focus on work-related situations. Inspired by Goffman's dramaturgical metaphor, a perspective which emphasizes the influence of social regions on group membership as well as the ritual foundation of everyday social interactions is developed.

This paper’s methodological foundation is a constructivist grounded theory study of 15 undergraduate nursing students' experiences as temporary members during their clinical placements.

Temporary members arrive at their new organization with an expectation of attending non-work-related situations on similar terms as permanent members. However, they do not expect to be treated as new colleagues. They experience being excluded and ignored, which makes them feel humiliated, denied recognition and deprived of their dignity.

Illuminating social dynamics related to backstage access provides valuable insights to studies of the relationship between temporary and permanent organizational members. Furthermore, redirecting the analytical focus from social dynamics associated with work-related situations to non-work-related ones provides new perspectives on moral exclusion by emphasizing the ritual foundation and its close connection to moral concepts such as dignity and recognition.

This chapter provides an extensive review of literature on the interaction between and interdependence of informal and formal working practices in various workplace settings. The aim of the chapter is to elucidate the organisational, managerial, human relations and social factors that give rise to informal work practices and strategies, on the shop-floor not only at workers and work group levels but also at supervisory and managerial levels. This chapter helps the reader to understand the informal work practice of making a plan (planisa) in a deep-level mining workplace.

The studies of school size undertaken by the Midwest Psychological Field Station at the University of Kansas indicated that while students in large schools were exposed to a larger number of school activities and the best of them achieved standards in many activities that were unequalled by students in the small schools, students in the small schools participated in more activities, their versatility and performance scores were consistently higher, they reported more and “better” satisfactions and displayed stronger motivation in all areas of school activity. Although there has long been evidence from industrial psychology that the larger and more bureaucratically efficient the organization the greater the degradation of the individual, this knowledge has had little influence upon schools, and the widespread concern for the organization man has not been accompanied by a similar concern for the organization child.