{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80339"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80339","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Learning to Handle High -Risk Environmental Situations","abstract":"Analysis of the data indicate that a complex dilemma exists for individuals who handle high-risk environmental situations. The three sub-dilemmas are: control versus autonomy; doing procedures versus innovating; handling environmental situations seen as relatively risky versus safe work. To resolve the complex dilemma it was found desirable to consider autonomy, innovating, and safe work as the dystonic aspects of the dilemma; control, doing procedures, and handling environmental situations seen as relatively risky as the syntonic aspects. The emergent value was found to be social-cognitive learning supplemented by reception learning. Most of the interviewees experienced reception learning supplemented by autonomous learning and were caught on one or the other horns of the dilemma. A few interviewees had learned to handle high-risk work from social-cognitive learning supplemented by reception learning and teach or would teach others in a similar fashion. An operationalized form of social-cognitive learning supplemented by reception learning employed in helping persons learn to handle high-risk environmental situations is presented.","abstract_html":"Analysis of the data indicate that a complex dilemma exists for individuals who handle high-risk environmental situations. The three sub-dilemmas are: control versus autonomy; doing procedures versus innovating; handling environmental situations seen as relatively risky versus safe work. To resolve the complex dilemma it was found desirable to consider autonomy, innovating, and safe work as the dystonic aspects of the dilemma; control, doing procedures, and handling environmental situations seen as relatively risky as the syntonic aspects. The emergent value was found to be social-cognitive learning supplemented by reception learning. Most of the interviewees experienced reception learning supplemented by autonomous learning and were caught on one or the other horns of the dilemma. A few interviewees had learned to handle high-risk work from social-cognitive learning supplemented by reception learning and teach or would teach others in a similar fashion. An operationalized form of social-cognitive learning supplemented by reception learning employed in helping persons learn to handle high-risk environmental situations is presented.","abstract_has_math":false,"creators":["Murray, Steven Lee"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Farmer, James A., Jr."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:37Z","date_published":"2015-09-25T19:56:37Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Environmental Sciences"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9944946"],"render_values":[{"text":"(MiAaPQ)AAI9944946","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80339","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Farmer, James A., Jr."]},{"key":"dc:creator","label":"Author","values":["Murray, Steven Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:37Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Environmental Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80339","(MiAaPQ)AAI9944946"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Analysis of the data indicate that a complex dilemma exists for individuals who handle high-risk environmental situations. The three sub-dilemmas are: control versus autonomy; doing procedures versus innovating; handling environmental situations seen as relatively risky versus safe work. To resolve the complex dilemma it was found desirable to consider autonomy, innovating, and safe work as the dystonic aspects of the dilemma; control, doing procedures, and handling environmental situations seen as relatively risky as the syntonic aspects. The emergent value was found to be social-cognitive learning supplemented by reception learning. Most of the interviewees experienced reception learning supplemented by autonomous learning and were caught on one or the other horns of the dilemma. A few interviewees had learned to handle high-risk work from social-cognitive learning supplemented by reception learning and teach or would teach others in a similar fashion. An operationalized form of social-cognitive learning supplemented by reception learning employed in helping persons learn to handle high-risk environmental situations is presented.","Made available in DSpace on 2015-09-25T19:56:37Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944946.pdf: 5619586 bytes, checksum: 09894bff9bbca92c1b4baab6c4e04ae3 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81621 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","124 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."]},{"key":"dc:title","label":"Title","values":["Learning to Handle High -Risk Environmental Situations"]}]}],"canonical_facts":{"dc:contributor":["Farmer, James A., Jr."],"dc:creator":["Murray, Steven Lee"],"dc:date":["2015-09-25T19:56:37Z","10000-01-01","1999"],"dc:description":["Analysis of the data indicate that a complex dilemma exists for individuals who handle high-risk environmental situations. The three sub-dilemmas are: control versus autonomy; doing procedures versus innovating; handling environmental situations seen as relatively risky versus safe work. To resolve the complex dilemma it was found desirable to consider autonomy, innovating, and safe work as the dystonic aspects of the dilemma; control, doing procedures, and handling environmental situations seen as relatively risky as the syntonic aspects. The emergent value was found to be social-cognitive learning supplemented by reception learning. Most of the interviewees experienced reception learning supplemented by autonomous learning and were caught on one or the other horns of the dilemma. A few interviewees had learned to handle high-risk work from social-cognitive learning supplemented by reception learning and teach or would teach others in a similar fashion. An operationalized form of social-cognitive learning supplemented by reception learning employed in helping persons learn to handle high-risk environmental situations is presented.","Made available in DSpace on 2015-09-25T19:56:37Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944946.pdf: 5619586 bytes, checksum: 09894bff9bbca92c1b4baab6c4e04ae3 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81621 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","124 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."],"dc:identifier":["http://hdl.handle.net/2142/80339","(MiAaPQ)AAI9944946"],"dc:language":["eng"],"dc:subject":["Environmental Sciences"],"dc:title":["Learning to Handle High -Risk Environmental Situations"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:14Z"}