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"Students"

While the structural changes that have taken place in the labour markets of the industrialised world over the past decades are well documented, less is known about how individuals respond to this changing environment. This includes the extent of intersectoral mobility during the work career, skill differentials in mobility, the impact of the type of training on mobility and changes in mobility patterns over a long period of time. Against this backdrop, the purpose of this paper is to examine intersectoral labour mobility during the first 15 years of working careers in Sweden and West Germany. The analyses show that individuals in both countries tend to move away from industry into other sectors during their careers, but that this tendency is rather weak While there are some mobility differences among educational categories, the differences between transition probabilities of German apprentices and Swedish vocational school students are insignificant. In the face of the massive transformation of employment structures, the importance of variation in the curricula is probably minuscule.

AREER THEORISTS EMPHASIZE the importance of the development of career maturity in adolescents if they are to successfully negotiate the school-to-work transition. Transitions of deaf and hard of hearing adolescents may be especially problematic. The authors examine the implications of current labor market trends for young people, in particular those with hearing loss, and review data on employment outcomes for deaf and hard of hearing people. They discuss the environmental and attitudinal barriers that can influence the career outcomes of this population, consider the impact of hearing loss on adolescents' career maturity, and review the studies on this topic in the literature. The article focuses on the experiences of students with significant hearing loss who are educated in regular classes with the support of itinerant teachers, who communicate orally, and who may be defined as hard of hearing. Recommendations for research and practice are provided.

Since June 1, 2002, only those dental practitioners holding a specific professional title are entitled to independent practice. Those practitioners are the General Dentists, the Orthodontists and the Periodontists who have had additional vocational training of one, four, or three years respectively, after completion of their study programme leading to a Licentiate in Dental Sciences (Transition measures allowed practising dentists and students who were enrolled in a training program prior to June 1, 2002 to obtain one of these titles). This regulation includes provisions to limit access to the profession for graduates holding a degree delivered by a university in the Flemish community (84 per year) or the French Community (56 per year). In the French Community, the implementation of a Numerus Clausus (limitation of numbers admitted) at the end of the first study cycle allowed for a limitation of the number of students admitted to the second cycle, and as a consequence it limited the number of candidates enrolling in vocational training in order to obtain a specific professional title. The non-compliance with - and later the cancellation of - this limitation resulted in the number of candidates seeking a specific professional title to be larger than the numbers in the quotas imposed by the Federal State.

OBJECTIVE: To compare evaluations of teaching effectiveness among hospitalist, general medicine, and subspecialist attendings on general medicine wards. DESIGN: Cross-sectional. SETTING: A large, inner-city, public teaching hospital. PARTICIPANTS: A total of 423 medical students and house staff evaluating 63 attending physicians. MEASUREMENTS AND MAIN RESULTS: We measured teaching effectiveness with the McGill Clinical Tutor Evaluation (CTE), a validated 25-item survey, and reviewed additional written comments. The response rate was 81%. On a 150-point composite measure, hospitalists' mean score (134.5 [95% confidence interval (CI), 130.2 to 138.8]) exceeded that of subspecialists (126.3 [95% CI, 120.4 to 132.1]), P = .03. General medicine attendings (135.0 [95% CI, 131.2 to 138.8]) were also rated higher than subspecialists, P = .01. Physicians who graduated from medical school in the 1990s received higher scores (136.0 [95% CI, 133.0 to 139.1]) than did more distant graduates (129.1 [95% CI, 125.1 to 133.1]), P = .006. These trends persisted after adjusting for covariates, but only year of graduation remained statistically significant, P = .05. Qualitative analysis of written remarks revealed that trainees valued faculty who were enthusiastic teachers, practiced evidence-based medicine, were involved in patient care, and developed a good rapport with patients and other team members. These characteristics were most often noted for hospitalist and general medicine attendings. CONCLUSIONS: On general medicine wards, medical students and residents considered hospitalists and general medicine attendings to be more effective teachers than subspecialists. This effect may be related to the preferred faculty members exhibiting specific characteristics and behaviors highly valued by trainees, such as enthusiasm for teaching and use of evidence-based medicine.

Programmes of education for farmers in the form of Winter Schools, in the early 19th century, were gradually broadened into agricultural education for employment in farming or as preparation for higher education. In the 20th century, vocational education was developed at Apprenticeship and Secondary Schools to meet the needs of large-scale state farms introduced during 1953-60 by the communist political regime. Teacher education for these schools was developed during the 1950s and 60s, based on Agricultural Universities. Sudden and rapid change followed the political changes in 1989 when land was returned to private ownership in a new structure of agriculture based on market economy. This led to changes in production and a decrease in the number of people employed in agriculture. The number of students in the Agriculture Secondary Schools remained more or less the same, but curricula were substantially changed. Some schools diversified into new areas such as agro-tourism and environmental management. Those that continued with agricultural studies developed specialised areas such as farm business management and economics. Information technology became an important area of study. The schools began again to offer education and advice to local farmers. Early in the 21st century, change is again evident as policy for rural development becomes the diversification of rural economies to create a countryside which is less dominated by agriculture. New, sustainable economic activity comes from alternative uses of farm buildings, market niche crops and livestock products, and attraction enterprises for people in urban areas. The paper reviews the major trends and changes of the past 150 years and suggests how these are likely to project into the future of agricultural education in the Czech Republic. © 2003 Elsevier Ltd. All rights reserved.

Spanning the complete era of the Conservative governments and the first term of New Labour, this book looks at mechanisms of corporate power and influence; corporate opinion and influence in a range of social policy areas including: education, training, health and social security; changing business influence on social policy in recent years in an international context and business involvement in social policy initiatives and welfare delivery. By exploring business views and opinions, power, influence and involvement in social provision, this book helps to address important questions in social policy and, in so doing, goes some way towards closing a gaping hole in the current literature. The book’s breadth and multidisciplinary approach will appeal not only to students of social policy, but also to students of business, public sector management and politics, their teachers and policy makers in the field. © Kevin Farnsworth 2004 All rights reserved:

A significant educational challenge for the future of international management in western nations is satisfying multicultural domestic markets, and overseas visitors, who have profoundly different cultural beliefs and traditions from those of the traditional western populations. With the emerging growth of one global market, limited vigorous research exists concerning the management of these globally diverse perspectives. The present theories and models have arisen, predominantly, from western paradigms and are largely based on rational scientific approaches to analysis, which are not directly relevant to the different perspectives necessary for multicultural management. The breadth and depth of global knowledge and competencies required is beyond any one individual or method of education and hence a new management development framework is required to deal with what are often familiar problems occurring in unfamiliar cultures/contexts. This article reviews the challenges for education to address such new needs, not always previously included in management curricula - including the competencies required for servicing multicultural markets, and provides a proposed 'capability' model appropriate for developing managers in the global context to move beyond basic competence to enhanced flexibility and adaptability. The authors suggest that in order to develop 'globally capable managers', experiential engagement beyond competency-developing sojourner or tourist activity by serious management students is necessary. The suggested student international exchange models with direct overt cultural engagement elements in the curriculum are offered as one answer.

Problem-based learning (PBL) is a tutorial, student-centered, problem-driven educational strategy adopted by medical and allied health educators to positively influence self-directed learning, critical thinking, and learning behavior. PBL was examined in dietetics education through random assignment of 32 undergraduate dietetics students for two weeks to either a problem-based or a lecture-based case format for the infant and elderly units of a 16-week lifespan nutrition course. Random assignment followed stratification for gender and earlier course examination performance. Expert validation of PBL curricular components and noted differences in discussion structure and information resources verified curriculum distinctiveness. Main outcome measures were pre- and post-Cognitive Behavior Survey scores for memorization, reflection, and positive learning experience scales, unit and course evaluations and unit examination scores. students in problem-based modules demonstrated greater gains in reflective thinking with stable memorization, suggesting improved critical thinking skills. Tenets that problem-based learning promotes knowledge retention and provides a more positive learning experience were not upheld. Knowledge acquisition was not hindered by a problem-based approach. We conclude that gains in reflective thinking and evidence of increased self-directed learning argue for inclusion of PBL in dietetics curricula and that a problem-based education will help dietitians successfully respond to professional development needs. J Am Diet Assoc. 2003;103:1020-1025. © 2003 American Dietetic Association.

The term 'social capital' is a way of conceptualizing the intangible resources of community, shared values and trust upon which we draw in daily life. It has achieved considerable currency in the social sciences through the very different work of Bourdieu in France, and James Coleman and Robert Putnam in the States, and has been taken up within politics and sociology as a means of explaining the decline of social cohesion and community values in many Western societies. This concise introduction, the only one currently available, explains the theoretical underpinning of the subject, the empirical work that has been done to explore its operation, and the effect that it has had on policy-making particularly within such international governmental bodies as the World Bank and the European Commission. With genuine cross-disciplinary appeal, this exceptional book will be of great interest to students of sociology, politics and social policy. © 2003 John Field: All rights reserved.

We report the results of research that examined the ways in which a computer simulation of a banking workplace influenced high school students general knowledge and understanding about the world of work. The stance taken is that the society must be seen as joinable and permeable if students are to positively and successfully enter the world of work. Using a semi-structured interview that was built around a conceptual framework of the work-world, students who used the simulation were compared with non-use students. The framework included three core constructs: general job awareness (job list); worksense (pathways in, typical days, and types of skills); and trade-offs (choices, complexity of reasoning, current efforts). Results indicated that students who used the simulation had a broader sense of work and had more subtle understandings of current trade-offs than did the non-use students.