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Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The inheritance of traditional handicraft of intangible cultural heritage is facing an unprecedented crisis. The essence of inheritance is the process of imparting and inheriting from master to apprentice, but there is acute shortage of research about the parties, the relationship and the behavior of inheritance. Therefore, choosing inherited behavior as a starting point to explore the inner formation mechanism of master and apprentice inheritance in traditional handicraft, as well as determining the influencing factors of the inheritance, have important theoretical value and practical significance for the inheritance of intangible cultural heritage. Using 4 traditional handicraft inheritance institutions in China as case objects, 37 inheritance parties and 21 mentoring matching groups were interviewed. Through standard case analysis and three-step coding method of grounded theory, it is found that skill generation involves the stages of inquiry, interaction and feedback, as well as the following steps:cognition of skill generation, coupling of skill generation, automation of skill generation, etc. Through coding, 12 categories and 33 specific influencing factors are identified. Among them, individual factors influence interaction relation, and the interaction relation has a concrete influence on the process of inheritance, affecting the ultimate effect of inheritance. This study is of reference value for improving the relationship between masters and apprentices and promoting the effective inheritance of traditional handicraft. [ABSTRACT FROM AUTHOR]

Apprenticeship is a time-tested learning model and workforce development strategy. In the United States, registered apprenticeship (RA)—a structured form of apprenticeship that is regulated and overseen by government agencies—has been expanding from skilled trades into new industries. To inform this expansion and contribute to the understanding of how the model serves apprentices and employers, the author undertook a systematic literature review and a qualitative synthesis of empirical research, interpreting findings on RA over a 30-year period. The review identified 36 scholarly studies and an additional 98 articles from the practitioner literature. The synthesis derived three themes: expansion, benefits, and outcomes for minoritized groups, revealing gaps in research on the curricular and instructional design elements of RA that promote retention, completion, career advancement, and learning for apprentices. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Administração FACES Journal is the property of Revista de Administracao FACES Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Apprenticeships are becoming an increasingly popular means of training healthcare professionals, providing an opportunity to earn and study simultaneously in order to gain nationally recognised qualifications. However, there is currently a lack of evaluative data on the student experience of Occupational Therapy (OT) or Allied Health Professional (AHP) apprenticeship schemes. The aim of this study was to evaluate the perspectives of five apprentices who commenced the Kent Community Health NHS Foundation Trust (KCHFT) OT Apprenticeship in January 2020. A qualitative interpretive approach was utilised to analyse semi-structured interview data. Subsequent thematic analysis identified three key themes from the data: support (peer-support, support from employer, and applying theory to practice), organisation (University, time-management and learning needs), and communication (University, and stakeholder expectations). The findings from this study emphasise the importance of clear communication and the management of expectations between stakeholders, effective induction processes, and a commitment to supporting mentors and workplace teams within the clinical arena. Future evaluations should consider the perspectives of other stakeholders within apprenticeship programmes. [ABSTRACT FROM AUTHOR]

Purpose: In the face of constant and rapid development achieving a work-life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points--at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive-inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals. [ABSTRACT FROM AUTHOR]

Managing effective apprentice programs is central to addressing the challenges posed by an aging workforce and skill shortages in the construction industry. However, the appeal of construction apprentice programs has declined among the youth. Research showed that young workers could face higher occupational health and safety (OHS) risks in the construction industry, which could be perceived as barriers to attracting and retaining them in construction apprentice programs. Curtailing OHS risks is therefore imperative to sustaining apprentice programs. However, there is limited evidence on vulnerable trades, predominant incident mechanisms, and injury types concerning OHS risk for apprentices. Workers' compensation data related to construction apprentices between 2008 and 2019 (12 years), were empirically analyzed. Despite the overconcern, the incident proportion of 7% for construction apprentices was lower than their representation of 11% in the workforce. Thirteen fatalities have occurred for the period, and predominant mechanisms were vehicle incidents, electrocution, and fall from a height. Additionally, a range of musculoskeletal diseases due to muscular stress was responsible for permanent incapacities among apprentices. Apprentices who trained as carpenters, electricians, plumbers, bricklayers, and structural steel workers were more vulnerable to fatalities and permanent incapacities. The findings offer practical insights for a focused and optimized OHS management scheme for regaining and improving the appeal of construction apprentice programs. Although the findings and the insights drawn thereof are specific to Australia, these may also apply to other countries where construction apprentice programs are similar. [ABSTRACT FROM AUTHOR]

This study's aim is to examine vocational students' perceptions of self-regulated learning in work-based settings regarding Finnish vocational education and training (VET). We examined the participants' self-reported thoughts and experiences of VET learning and vocational development that were reflected against SRL theory. The interview data (N = 33) included apprentices (n = 15) in work-based and students in school-based VET (n = 18) in the fields of social and healthcare, business and administration, and construction. Overall, the results indicated that learning at work promoted vocational students' cognitive engagement and motivation. The interviews also introduced certain SRL strategies that guided the participants' efforts to learn. In particular, many of the vocational students had taken the initiative to set goals, done strategic planning, and monitored their own performance jointly with their teachers or co-workers. However, the self-reports also revealed some shortcomings in the students' SRL behaviour. The importance and availability of social support and positive feedback from VET teachers and workplace trainers/co-workers to vocational students' learning and self-efficacy were underlined in the self-reports. [ABSTRACT FROM AUTHOR]

Background: Apprenticeships are a common pathway for young people transitioning into the workforce. Apprentices often face many employment-related challenges and have high levels of psychological distress, drug and alcohol use, and suicidal ideation. Little is known about the attitudes of apprentices toward using smartphone apps to support their mental health and the content that would engage them. Objective: This study explored (1) apprentices’interest in using an app to support their mental health and (2) the healthy coping strategies used to manage their mental well-being in the face of workplace challenges, in order to inform future app content. Methods: A mixed methods study was conducted with 54 apprentices (50/54 male, 93%) with a mean age of 22.7 (SD 5.7) years. Participants completed a survey on preferred ways of using an app to support mental health. Across 8 focus groups, participants were asked to describe healthy strategies they used to cope with occupational stressors. Results: Only 11% (6/54) of participants currently used a well-being app, but there was high interest in using an app to support their friends (47/54 participants, 87%) and develop self-help strategies to manage or prevent mental health issues (42/54 participants, 78%). Four major types of coping behaviors were identified: (1) social connection for disclosure, advice, and socializing; (2) pleasurable activities, such as engaging in hobbies, time-outs, and developing work-life separation; (3) cognitive approaches, including defusing from thoughts and cognitive reframing; and (4) self-care approaches, including exercise, a healthy diet, and getting adequate sleep. Conclusions: There is interest among apprentices to use an app with a positive well-being focus that helps them to develop self-management skills and support their friends. Apprentices utilized a range of healthy behaviors to cope with workplace stressors that can be incorporated into mental health apps to improve uptake and engagement. However, many of the preferred coping strategies identified are not those focused on by currently available apps, indicating the need for more targeted digital interventions for this group. [ABSTRACT FROM AUTHOR]

Oregon's Highway Construction Workforce Development Program aims to improve the recruitment and retention of a diverse construction workforce, through pre-apprenticeships that provide alternative pathways into apprenticeship as well as financial and non-financial retention services that aim to help apprentices complete their apprenticeships. This evaluation research examines the impact of the Program on recruitment and retention trends, drawing on administrative data from the Program as well as interviews with program participants. We find pre-apprenticeship programs have improved the recruitment of women into the trades. We further find that non-financial services, ready supplies, and childcare services have a positive impact on completion, with receipt of non-financial support having the largest impact on completion. Gas/travel services are positively associated with completion among apprentices of color. Interview data suggest that additional support services for apprentices as well as structural changes to the industry are needed to achieve construction workforce diversity goals. [ABSTRACT FROM AUTHOR]

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revue Phronesis is the property of Phronesis-Editions-Formations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Classroom management incorporates academic achievement, as well as social, emotional, collaborative, and characteristic development, which requires teachers to make good intellectual work possible. This study was aimed at investigating differences between novice and experienced teachers' perceptions of classroom management in terms of person, instruction, and discipline dimensions. The descriptive, quantitative research was conducted at a higher education institution as a case study, which involved 175 teachers basing on Slovin's formula when selecting the population. The results indicate that there is no difference when compared the respondents' age with the classroom management styles. However, novice and experienced teachers do not have their perceptions in common in the ways they manage their classes. The findings would supplement some implications for adjusting the teacher training programs in that novice teachers should spend more time on teaching practicum, internship, apprentice, and classroom observation to gather more hand-on experience from experienced teachers. [ABSTRACT FROM AUTHOR]

Transferring knowledge from experts to apprentices is critical for sustaining a company's competitive advantage. Further, existing literature indicates that employees in the Millennial (Y) generation and Generation Z prefer collaboration in the work environment. To address such needs, this research study aims to analyze the factors that enable knowledge collaboration among apprentices and experts in the practice of engineering. Survey data collected from 138 apprentices in the practice of engineering revealed that apprentices are more likely to collaborate with experts within their companies when they can trust the experts and perceive support for collaboration from senior management. This research adds to the body of knowledge by explicitly addressing apprentices' trust, senior management support, intrinsic motivation, and knowledge collaboration with experts. Engineering managers can use this article to utilize trust, support from senior management, and employee's intrinsic motivation to increase knowledge collaboration success among engineering experts and apprentices. [ABSTRACT FROM AUTHOR]

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Apprentices in many sectors are exposed to increased health risks and show low levels of physical activity (PA). Environmental and policy approaches seem to be promising tools for PA promotion as they can positively influence the context in which PA occurs. This article reports results from a German research project (2015–2018) that developed and implemented measures for PA promotion in the field of vocational education (VE). A participatory approach—cooperative planning (COP)—involving researchers as well as stakeholders from policy and practice was used in two VE settings—nursing care and automotive mechatronics. We assessed the extent to which new capacities for PA promotion were created by conducting semi-structured interviews with stakeholders from both sectors (n  =   12) and one group interview with nursing students (n  =   4). Transcripts were analysed using qualitative content analysis. Findings show that new capacities were created mainly in the form of resources and opportunities and that several measures for PA promotion (e.g. a regular lesson on the issue of PA and health and a tutoring system) were successfully integrated into VE routines. However, establishing new organizational goals and obligations appeared to be challenging. Moreover, the article presents influencing factors, such as the participation of the main actors that strongly supported the process of capacity building within their organization. We conclude that COP seems promising in creating new capacities for PA promotion in the field of VE, and therefore has the potential to promote a physically active lifestyle among apprentices. [ABSTRACT FROM AUTHOR]

Copyright of Selcuk Law Review / Selçuk Üniversitesi Hukuk Fakültesi Dergisi is the property of Selcuk Law Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The clinical features and outcomes of hypertriglyceridemia-induced acute pancreatitis (HTG-AP) are not well-established. To evaluate the clinical characteristics of HTG-AP in an international, multicenter prospective cohort. Data collection was conducted prospectively through APPRENTICE between 2015 and 2018. HTG-AP was defined as serum TG levels >500 mg/dl in the absence of other common etiologies of AP. Three multivariate logistic regression models were performed to assess whether HTG-AP is associated with SIRS positive status, ICU admission and/or moderately-severe/severe AP. 1,478 patients were included in the study; 69 subjects (4.7%) were diagnosed with HTG-AP. HTG-AP patients were more likely to be younger (mean 40 vs 50 years; p < 0.001), male (67% vs 52%; p = 0.018), and with a higher BMI (mean 30.4 vs 27.5 kg/m2; p = 0.0002). HTG-AP subjects reported more frequent active alcohol use (71% vs 49%; p < 0.001), and diabetes mellitus (59% vs 15%; p < 0.001). None of the above risk factors/variables was found to be independently associated with SIRS positive status, ICU admission, or severity in the multivariate logistic regression models. These results were similar when including only the 785 subjects with TG levels measured within 48 h from admission. HTG-AP was found to be the 4th most common etiology of AP. HTG-AP patients had distinct baseline characteristics, but their clinical outcomes were similar compared to other etiologies of AP. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to critically reflect on evidence relating to the development and delivery of apprenticeships and its potential implications for pre-registration healthcare education.Design/methodology/approach An iterative review of English language literature published after 1995 to date relating to apprentices and apprenticeships was undertaken. In total, 20 studies were identified for inclusion. Only three related to the most recent apprenticeship initiative in the UK, and the majority were UK based.Findings Three key themes were identified: entering an apprenticeship, the learning environment and perceptions of apprenticeships. Successful completion of an apprenticeship relies heavily on both understanding the role the apprentice is seeking to inhabit, as well as well-structured and comprehensive support whilst on the programme. These findings are then discussed with reference to professional body requirements and pre-registration education in healthcare.Practical implications Appropriate work experience and support for learning are critical to apprenticeship success and apprenticeships should be given equal status to traditional healthcare education routes.Originality/value The introduction of the Apprenticeship Levy in April 2017 (Finance Act, 2016), acknowledgement that all National Health Service Trusts will be levy payers and the introduction of targets relating to apprenticeships for public sector employers have all contributed to growing interest in the apprenticeship agenda in health and social care. [ABSTRACT FROM AUTHOR]

Copyright of ICT in Muzical Field / Tehnologii Informatice si de Comunicatie in Domeniul Muzical is the property of Tehnologii Informatice si de Comunicatie in Domeniul Muzical / ICT in Musical Field and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Social Security Review is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Redes de Ingeniería is the property of Universidad Distrital Francisco Jose de Caldas, Facultad de Ingenieria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article applies van Gestel and Nyberg's framework to analyse employers' decisions about whether to engage in policies to help young people into work. The article identifies two main logics underpinning organisational decision making: an HR logic and a corporate social responsibility (CSR) logic. It is argued that engaged employers see a clear alignment in those logics, whereas less engaged employers see few advantages in one, the other or both areas. When this analysis is located within an institutional context that accounts for the agency of key actors, it is argued these logics explain decisions about whether or not to engage with particular labour market policies. [ABSTRACT FROM AUTHOR]

There is a growing body of research interrogating the discursive construction of ‘rural’ in negative terms – as lacking, in decline or in crisis. This paper contributes to this body of literature by taking as its point of departure skilled trades training in Canada’s most easterly province, Newfoundland and Labrador. To meet the labour demand associated with industrial projects in rural and remote areas, the provincial government has invested in strategies to encourage youth to enrol in certified training programmes in the skilled trades. This paper examines the contradictory and incomplete ways in which individualized labour market subjects are produced through a combination of economic restructuring and government policy initiatives related to training and apprenticeships, and considers what this means for how young people think about and experience the rural. I argue that rural places are largely framed in economic terms, either as in decline and crisis or as industrial sites of resource extraction, and that by discursively linking youth outmigration and skilled labour shortages, the sustainability of rural places and the province is individualized and downloaded onto youth, ignoring the structured inequalities that mediate access to training and employment. [ABSTRACT FROM PUBLISHER]

Purpose The purpose of this paper is to explore the definition, prevalence, antecedents, consequences and coping behaviours associated with apprenticeship bullying in the building and construction industry.Design/methodology/approach The sample comprises 13 participants aged between 22 and 27 (M=23.8, SD=1.26) who were all men who had completed their apprenticeship within the past five years. Participants completed an individual semi-structured interview in which several themes and sub-themes were identified.Findings Four characteristics (intention to harm, imbalance in power, repeated behaviours, target interpretation) and two types (personal, work-related) were identified by participants as fundamental to the definition of apprenticeship bullying. Being the target of bullying was found to be commonplace during an apprenticeship. Several antecedents were identified at the individual level (age, personality, physical appearance, work ethic, work performance) along with factors at the organisation level (culture and leadership style) that determined whether bullying would occur. The consequences of apprenticeship bullying included poor individual (personal and work-related) and organisational outcomes. Targets of apprenticeship bullying also tended to use avoidance coping.Originality/value This study has provided clarification on the characteristics and behaviours associated with apprenticeship bullying, as well as identified the antecedents and consequences of apprenticeship bullying from the perspective of past apprentices in the building and construction industry. [ABSTRACT FROM AUTHOR]

Historically in South Africa, apprentice training towards artisanship in the engineering trades has been characterised by a sharp separation between theoretical studies undertaken in a technical and vocational education and training (TVET) college and subsequent practical training undertaken in a workshop or through industry placement. TVET colleges have been critiqued by industry for the lack of practical training that supports theoretical study at the college, resulting in work placements where learners require extensive supervision and mentoring. To mediate this, an external agency, the Access Trust, a non-profit organisation in South Africa, offered students enrolled at TVET colleges in engineering trades, funding for additional practical training as well as in-course and job placement support to improve their chances of employment. Four student cohorts were recruited into college engineering courses in staggered intakes and completed a range of formal accredited theory courses, supplemented by industry-recognised practical training phases. This practical phase training is available at some TVET colleges but is not part of the formally subsidised training programme, is expensive to undertake, and has to be privately funded. This article reports on research conducted to gauge the impact of supplementary practical training on the employability of TVET college engineering graduates. The research focused on the design of the intervention that supported students in obtaining employment; the extent to which industry accords relevance to the theoretical curriculum offered by TVET colleges; and the curriculum enhancements implemented to address what were understood to be industry needs. [ABSTRACT FROM PUBLISHER]

Background: We have established a multicenter international consortium to better understand the natural history of acute pancreatitis (AP) worldwide and to develop a platform for future randomized clinical trials. Methods: The AP patient registry to examine novel therapies in clinical experience (APPRENTICE) was formed in July 2014. Detailed web-based questionnaires were then developed to prospectively capture information on demographics, etiology, pancreatitis history, comorbidities, risk factors, severity biomarkers, severity indices, health-care utilization, management strategies, and outcomes of AP patients. Results: Between November 2015 and September 2016, a total of 20 sites (8 in the United States, 5 in Europe, 3 in South America, 2 in Mexico and 2 in India) prospectively enrolled 509 AP patients. All data were entered into the REDCap (Research Electronic Data Capture) database by participating centers and systematically reviewed by the coordinating site (University of Pittsburgh). The approaches and methodology are described in detail, along with an interim report on the demographic results. Conclusion: APPRENTICE, an international collaboration of tertiary AP centers throughout the world, has demonstrated the feasibility of building a large, prospective, multicenter patient registry to study AP. Analysis of the collected data may provide a greater understanding of AP and APPRENTICE will serve as a future platform for randomized clinical trials. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 1951 the Australian military introduced an apprentice musicians' course to their recently formed Military Apprenticeship Scheme. This decision was made to increase dwindling personnel numbers in Australian military bands. However, unlike other apprentices under the scheme, early apprentice musicians did not receive any formal trade qualifications upon completion of their course. This article explores the recruitment and training of apprentice musicians in Australia in the 1950s. It examines the Australian military's attempts to both compensate them for their lack of formal qualifications, and create a long term career structure within the military for graduates of the apprentice musicians' course. [ABSTRACT FROM AUTHOR]

An appreciative lens has been used to explore the question: what is it in the performance of managers, other employees, vocational educators and apprentices themselves, which enables an apprentice to experience a sense of thriving at work? The apprentice is understood to be involved in a process of continually developing and becoming as their social identity as a tradesperson emerges. Previous researchers have noted how learning to both ask for, and offer, help is a key competence that successful apprentices develop during their training. This helps to focus attention on the social context of the apprentice’s experience. This study suggests that when managers, vocational educators and apprentices engage in behaviours that promote affiliation they have the opportunity to develop not only more meaningful relationships but also to experience a sense of thriving at work. [ABSTRACT FROM PUBLISHER]

Copyright of Palabra Clave is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Jurídica (0103-3506) is the property of Revista Juridica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.Findings Four characteristics (intention to harm, imbalance in power, repeated behaviors, target interpretation) and two types (personal, work-related) were identified as fundamental to the definition of apprenticeship bullying. Being the target of bullying was found to be commonplace during an apprenticeship. Several antecedents were identified at the individual level (age, personality, physical appearance, work ethic, work performance) along with factors at the organization level (culture and leadership style) that determined whether bullying would occur. The consequences of apprenticeship bullying included poor individual (personal and work-related) and organizational outcomes. Targets of apprenticeship bullying also tended to use avoidance coping.Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

Copyright of Revista Jurídica (0103-3506) is the property of Revista Juridica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the workplace bullying experiences of building and construction apprentices. The aims of the paper are to learn about the types of behaviours to which building and construction apprentices are subjected and to examine the reasons why a significant proportion of them neither confront the perpetrator of the behaviour nor report the behaviour, either within the organisation or externally. Individual semi-structured interviews were used. The results indicate that the apprentices were subjected to a wide range of negative behaviours. There were several reasons for them neither confronting the perpetrator nor reporting the bullying, including fear of job loss and financial impact. [ABSTRACT FROM AUTHOR]

Background. Hairdressers constitute one of the largest occupational groups attending our occupational dermatology clinic in Melbourne, Australia. Objectives. To perform a retrospective review of the clinical assessments of hairdressers and trainee hairdressers attending our clinic, including patch testing results. Patients/materials/methods. We used our clinic database to identify trainee and qualified hairdressers who had attended our occupational dermatology clinic between January 1993 and December 2010. Results. One hundred and sixty-four hairdressers and hairdressing apprentices were identified. One hundred and fifty-seven had a diagnosis of occupational contact dermatitis (OCD), with allergic contact dermatitis being the primary diagnosis in 71% and irritant contact dermatitis in 20%. Involvement of more than one body part was suggestive of allergic contact dermatitis ( p = 0.05). Sixty-five per cent of participants were found to have more than one factor contributing to their OCD. Allergic contact dermatitis was more common in apprentices than in qualified hairdressers. Ammonium persulfate, p-phenylenediamine, toluene-2,5-diamine and glyceryl monothioglycolate were the most common occupational allergens. Nickel allergy was seen in 31% of hairdressers, but considered to be occupationally relevant in only 3%. Conclusions. Multiple sensitizations and multiple factors contributing to OCD in hairdressers are common. More needs to be done to prevent the development of OCD in hairdressers in our geographical region. [ABSTRACT FROM AUTHOR]

Background. Hairdressers are one of the largest occupational groups attending our Occupational Dermatology Clinic. However, few seek workers' compensation for their occupational dermatitis. Objectives. To retrospectively analyse and compare workers' compensation claims data and diagnosed disease data for occupational contact dermatitis in hairdressers from 1993 to 2009, for the state of Victoria, Australia. Patients/materials/methods. Data from the Occupational Dermatology Clinic database, the Compensation Research Database and the Australian Bureau of Statistics were used in this study. Results. The clinic database identified 157 hairdressers and apprentices with a confirmed diagnosis of occupational contact dermatitis assessed between 1993 and 2009. Forty-six unique claims for occupational contact dermatitis from 46 individuals were identified from the Compensation Research Database over the same time period. Hairdressers in the 15-24-year age group were significantly over-represented in the claims data relative to the diagnosed disease data ( p < 0.01). The median cost per claim was AU$1421, and the median time off work per claim was 20 days. Conclusion. Increased efforts are needed to reduce the incidence of occupational contact dermatitis in hairdressers in Australia, and to ensure that hairdressers with occupational contact dermatitis are aware of their compensation entitlements. Reliance on workers' compensation data for disease surveillance may lead occupational health and safety regulators to underestimate the magnitude of the problem of occupational contact dermatitis in the hairdressing profession. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Institute of Social Sciences Cankiri Karatekin University / Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Cankiri Karatekin University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Relentless reform and increased accountability in education in England have led to increasing attention on the effectiveness of teachers’ professional development (PD). A shift away from top-down approaches to PD has led to more emphasis placed on in-house, collaborative models. This paper reports on qualitative research conducted in the south of England, which explored the notion of postgraduate certificate in education (PGCE) student teachers on school placements as legitimate peripheral participants in communities of practice. It focuses on the benefits to the “old-timer” of training a “newcomer” rather than the original approach of examining how the community shapes the apprentice. It was found that school stake holders recognized the positive contribution made to teachers’ PD by the student teachers. This paper suggests that schools should be encouraged to build upon communities of practice to realize the benefits to themselves of engaging in training student teachers. [ABSTRACT FROM AUTHOR]

This paper represents a contribution to the Skills Commission’s call in 2009 for more research into the attitudes of apprentices towards advanced further education and higher education. Understanding of the perspective of apprentices has been argued to be important to informing any policy change aimed at increasing the low progression rate of apprentices to higher level learning. This paper outlines how the issue of apprenticeship progression, particularly progression to higher education, has latterly fitted with the aims of Lifelong Learning Networks, set up to facilitate progression for learners on vocational pathways and to create opportunities for vocational learners to build on their earlier learning. We present two pieces of research into apprentices’ attitudes towards progression to higher levels of learning and show how this forms a contribution to our understanding of the issues around progression from apprenticeships, within the wider context of Lifelong Learning Networks’ endeavour to facilitate greater vocational progression into higher education. [ABSTRACT FROM AUTHOR]

We think of bookstore chains-Barnes and Noble, Brentanos, Walden Books, or the defunct Borders-as recent phenomena. But, the roots of franchised bookselling lie deep in American publishing history. A case can be made that late eighteenth century publisher-printer Isaiah Thomas, of Boston and Worcester, Massachusetts, was the originator of the bookstore chain. At his zenith, Thomas and various partners had eleven stores operating in a network reaching from Boston to Albany to Baltimore, with branches in New Hampshire and Vermont. Driving the Thomas publishing-bookselling enterprise was a form of vertical corporate integration of publishing services (all the way from papermaking to distribution of product) that would, under today's antitrust laws be hard to justify legally. At the time, in the 1790s-1810, Thomas's multiple interlocking businesses were, nonetheless, truly a bookman's empire, with bestsellers like almanacs and textbooks leading the way. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the knowledge and attitudes of apprentices about sexually transmitted diseases (STDs). Apprentices are the students who are not able to continue their formal education after primary education in Turkey. This descriptive and cross sectional study was conducted at the 'Apprenticeship Training School' in Antalya during February 2007. 1,186 of the 1,500 apprentice students, who were registered at the Apprenticeship Training School, agreed to participate in the study. Participants completed a questionnaire in the classroom which was aimed at determining the level of their knowledge and attitudes about STDs. Percentages and chi square analysis were used in data analysis. 60.9% of the participants recognized at least one of the STDs' names. The most familiar STD was AIDS (67.4%). 83.6% of the participants did not know about the symptoms of STDs. Only 23.4% of participants reported at least one of the possible contraction of STDs of the STDs and 28.1% indicated that they had knowledge about the protection methods against STDs. 51.4% of the apprentices' believed that healthy looking persons could also be infectious and most of the STDs were curable (47.6%). Age, gender, the field of apprenticeship and being educated about STDs emerged as the important demographic characteristics on being acquainted with the symptoms, as well as transmission of and protection from the STDs. Results show that STDs' names and the contraction of and protection from the STDs were known better by the male participants, participants from the field of the personal hygiene education and apprentices whom had prior education about STDs. Results emphasize the need to strengthen the apprentices' STD education on all aspects, including their attitudes and safe sexual practices. [ABSTRACT FROM AUTHOR]

The Orosius, Historiae adversus Paganos, published here belongs to Trinity College, Cambridge. It was printed on paper by Herman Lichtenstein of Vicenza ca. 1475. Its architectural frontispiece is a significant addition to the known incunables illuminated in the Veneto, and can be attributed to an important artist, Giovanni Vendramin. He was active in Padua, where his father was bidello (stationer) of the University, and Ferrara, where he signed an initial in one of the manuscript choir books for the Cathedral. A list on the last leaf detailing different types of decoration is an important discovery. So far no other example in a printed book of a practice familiar from manuscripts appears to be known. Its purpose was to calculate payment to the artist, though pro rata rates are not given. The inserted arms, yet to be identified, indicate that as with other similar luxury copies the original owner was noble. [ABSTRACT FROM AUTHOR]

Maritime English proved to be a very important part of a future navigating officer's training and it will still gain in importance as long as the shipping industry is in progress. It's only up to young seafarers to get acquainted with Maritime English as their lives, other crew members' lives and the ship's integrity might depend on this particular aspect. When students that are not native English go on board merchant vessels for the first time to be Apprentice Deck Officers they find it hard to learn anything from experienced Officers who are speaking to them in English and also these Officers are not always speaking the most correct English. As it is well known, most of maritime accidents happen due to human errors and these occur especially because of bad communication. This is a result of not using standard Maritime English that should be well known by all crew members of a ship, with a special attention drawn towards young Apprentices. Because the concept of a single nationality crew is no longer met in the world shipping industry, proper communication can be achieved only by using Maritime English focusing especially on young Apprentices as they are the mistakes sensitive ones. [ABSTRACT FROM AUTHOR]