This study explores what is regarded as a workforce crisis in this country through an in-depth analysis of policy responses to job training strategies directed at the poor. Using a value critical approach which focuses on underlying ideological premises, the traditional economic and socio-political theories that define unemployment and persistent poverty are reviewed. Then, the strength of this interpretation is compared with alternative explanations, including dual and segmented labor market theories, to reframe the problems and reexamine the causes. / By tracing the history of welfare policy development and looking closely at the conventional beliefs shaping job training legislation, this research reveals how the legislative intent has evolved up until now without substantial change even though this country has experienced dramatic, structural changes in its economy and workplaces. Policymakers accept supply-side interpretations within human capital theory as an explanation for the economic crisis and blame the rise in poverty and joblessness on a skills shortage. However, a critical analysis of today's postindustrial labor markets disputes this claim and focuses attention on the underutilization of labor, and the nature of new jobs. / The enactment of the Job Training Partnership Act (JTPA) under the Reagan administration epitomizes a reversal in policy toward a philosophy of the New Right. Changes in JTPA's design offers insight into ulterior political motivations that have impeded training the poor and jobless for meaningful work. Authority for program plans resides with business-dominated councils, training allowances are restricted, and a system of performance-management imposes national standards for job placements without accommodating other factors to ensure quality in training, equity of services, or the targeting of persons most in need. Evidence from federal investigations, a national JTPA impact study, and interviews with Florida staff, employers and trainees confirm that rather than preparing the poor for self-sufficiency, JTPA has further marginalized the workforce by subsidizing low-wage employers. In conclusion, the integration of labor market policy into a new and broader welfare paradigm is explored. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4404. / Major Professor: Steven J. Klees. / Thesis (Ph.D.)--The Florida State University, 1993.

The purposes of this study were (1) to identify the factors present in negligence suits found in case law involving prehospital care providers and (2) based on those factors, to develop a typology of causation of legal actions that could be used by postsecondary educators to emphasize specific areas in the initial training and continuing education of EMTs and paramedics. An additional purpose was to provide data which could be used to develop standards and protocols for quality assurance programs. / Using traditional legal research methods, 182 state and federal cases were identified. It was found that lawsuits involving prehospital care providers and systems have been increasing. A marked increase since 1981 was noted. / Elements of alleged negligence were identified, coded, and ultimately used to develop a typology of causation. The four major categories of causation were, in decreasing order of frequency, (1) treatment and care issues; (2) ambulance accidents; (3) dispatch and transport issues; and (4) other issues, such as training, staffing, and administration. Although alleged treatment and care negligence was the most frequent category, it involved a myriad of types of patient scenarios. On the other hand, the number one most frequent single cause of alleged negligence was ambulance accidents. / Implications of the typology for postsecondary educators, administrators, policy makers, and others were discussed. It was suggested that the typology be used to emphasize and/or alter certain aspects of educational curricula, such as driving skills, assessment skills, spinal immobilization, and others. / Legal precedents set down by the courts were dissected in order to view trends. Precedents, such as, immunity issues, emergency vehicle status, guest statutes, common carrier status, constitutional issues, and duty of care were discussed. The similarities and differences found in case law regarding these precedents were also evaluated. / Source: Dissertation Abstracts International, Volume: 53-03, Section: B, page: 1275. / Major Professor: Louis Bender. / Thesis (Ed.D.)--The Florida State University, 1992.

Historically, vocational subjects have been a part of the Australian school curricula for 200 years. In early school curriculum the vocational aspect was considered to be related to the acquisition of manual skills such as domestic science or woodwork, rather than careers. From the 1950s to mid 1980s, vocational education, focused specifically on career and job training, was the responsibility of the technical colleges, which had been established to develop these skills. The concept of high schools targeting identified skills for the future work force, and hence becoming involved in the vocational skill development of youth, developed in the mid 1980s in Australia. Industry influence on governments to make educational decisions based on economic initiatives has increased over this time.Major growth has occurred in Vocational Education and Training (VET) in schools, with student participation rates in vocational education trebling in the past six (6) years (House of Representatives Standing Committee on Education and Training, 2004). This increase is predicted to continue as VET qualifications and the process of accreditation is improved and becomes increasingly user-friendly (Polesel, 2004). The focus on vocational education and industry needs is recognised as an economic necessity for Australia. Schools and teachers, however, need to balance the demands of industry and government with the holistic educational needs of the youth they are entrusted to teach.The school curriculum currently offers a broad range of subject choices that provide for diverse student needs. However the rapid growth of vocational education in schools has impeded effective reflective practices of current vocational programs. Vocational education is experiencing a boom due to the increasing popularity of vocational subjects. The planning and implementation of the diverse subject offerings at school level is often a response to immediate needs rather than in-depth analysis and evaluation. For this reason, it is timely for a critical analysis of the current Hospitality programs in schools to ensure currency and relevancy of content and implementation.The project was localised to one school to enable an extensive and thorough analysis of the Hospitality program. Marymount College is a co-educational Catholic College of approximately 1050 students. Located in the Gold Coast suburb of Burleigh, Marymount College offers a wide range of VET subjects ranging across the five (5) industry areas of Information Technology, Business, Marine Science, Industrial Skills and Hospitality & Tourism.The aim of the analysis will be to suggest what measures need to be implemented in the programs at Marymount College, Gold Coast, Burleigh, Australia, to ensure best practice in Hospitality vocational education. These measures can be constructively applied to other Queensland schools currently delivering vocational education and Hospitality, or to those schools considering introducing subjects associated with Hospitality.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 118-128). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 85-99). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 152-160). Available also in a digital version from Dissertation Abstracts.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 98-102.

Thesis (DPhil (Teaching and Training Studies))--University of Pretoria, 2003. / Includes bibliographical references.

<p> It is widely acknowledged that the preceptorship model is the primary mode of transmission of clinical knowledge within the profession of midwifery. It is natural that a power imbalance resides between preceptor and student; however, research has revealed that this inequality bears not only the potential for facilitating the conveyance of wisdom, but as well for mishandling. The concept of power within the student-preceptor relationship of Direct-Entry Midwives (DEMs) within the U.S. has not been explored through existing literature, despite the fact that increased understanding of this educational relationship may impact the institution of DEM education. Qualitative inquiry was conducted in collaboration with individuals who recently concluded a course of DEM education, and phenomenological analysis of the findings was performed. A summary of themes was compiled, eliciting insight into the nature of power within this relationship and as well the implications of this dynamic upon the profession. </p>