Examined in this article is the relationship between the chances of previous work experience and the personal characteristics of unemployed 16- through 24-year-olds in the civilian, noninstitutional population of the United States during March 1979. (Author/CT)

Four successful entrepreneurs tell how they got where they are, what self-employment means in their daily lives, and what training they would get if they had it to do all over again. (JOW)

Correctional officer applicants were randomly given either realistic or nonrealistic job information. Those with prior exposure to the job overemphasized negative information and were less likely to accept the position. Those with no prior exposure showed increased acceptance. (SK)

Statistical analyses of responses from 774 of 1,850 registered nurses on the Professionalism Inventory found that professionalism was related to years of experience as a nurse, higher education degrees in nursing, organizational membership and service as an officer, and specialty certification. (Contains 52 references.) (SK)

Examined conceptualizations of 11 experienced and 12 novice counselors, with respect to general counseling process and specific client concerns by means of a two-part conceptual mapping task (CMT). Found an interaction effect of counselor experience and generality of conceptual task on extensiveness of counselor conceptualizations. (ABL)

Discusses the need for youth apprenticeship programs and suggests that the benefits to companies are high. Indicates that work-based learning programs may be the most effective way to ensure professional training for today's youth. (JOW)

Responses from 55 of 82 male occupational therapists in Ontario were differentiated by length of work experience (median = 7 years). Less experienced therapists were less satisfied and more inclined to consider leaving, but they did not feel more isolated. (SK)

Investigated relationship between work history, biographical status, and adjustment after spinal cord injury (SCI) among 286 adults who had suffered SCI of traumatic onset after age 18. Participants completed Life Situation Questionnaire at least two years postinjury. Results suggest that employed individuals felt more positively about their lives…

Advises how to select a trade and how to qualify for an apprenticeship. Lists the more than 800 apprenticeable occupations and their terms of apprenticeship. Gives addresses of the state offices of the U.S. Bureau of Apprenticeship and Training and of state apprenticeship councils. (SK)

Accounting students are generally well aware of the skills, education, and accomplishments needed to get that first job and initially enter the accounting profession. However, it is equally important that accounting students approaching graduation have a good understanding of the skills, education and accomplishments required for an experienced…

Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as developing the skill needs of workers in modern knowledge-based societies. In the UK, workplace learning has long been a feature of higher education in certain subject areas, and in the late 1990s…

Purpose: The purpose of this study is to examine the development of a protean career orientation. In doing so, the paper also aims to assess how work experience, parents and peer networks co-influence the development of a protean career orientation. Design/methodology/approach: The paper uses semi-structured interviews with young adults and…

This paper describes an instructional technique in an Information Systems course that provides students with actual work experience as part of an internship and/or apprenticeship assignment while completing additional course requirements. The course, Information Resource Management, provides students with a comprehensive overview of Information…

This paper is a critique of the initial teacher education (ITE) of further and adult education teachers in the UK. It argues that the employer-led, national standards model in the UK is not the basis for ITE and professional development because it takes no account of learning in the workplace, disregards the multi-specialist and professional…