Reports that 10 million workers changed occupations between January 1986 and January 1987--and about 90 million stayed put. Provides Current Population Survey information on how long workers stay in an occupation or with an employer. (JOW)

Provides overview of distinctive problems actors pose from a counseling standpoint and the manner in which a recently established program addresses these needs. Describes how performers are assisted in securing dignified interim work, changing their careers, and renewing their sense of purpose in life. (Author)

Eugene Lehrmann, vice-chairman of the board of the American Association of Retired Persons, makes a case for continuing contributions of retired adults in the work force, emphasizing the role of vocational education in the transition to a postretirement career. (SK)

Explores teacher career change using an integrated model of career change as a theoretical framework guiding the development of interview questions using 20 public school teachers making a career change. Found major reasons for career change were organizational or job related. (ABL)

This study investigated whether occupational changers differed from nonchangers with respect to (1) personal and demographic variables; (2) experience of the life cycle transition periods; and (3) work values, job satisfaction, and organizational commitment. Changers preferred intrinsic rewards, saw their jobs as vehicles for growth, took risks,…

Examined occupational change by identifying, exploring, and describing the transition periods of the life cycle and the disengagement states of the occupational cycle to determine if they are interrelated, and to ascertain if changers and non-changers differ on variables used to assess these transitions. Subjects included 298 managers and 166…

Reports on a survey of 165 former managers or executives who had resigned their positions to start a new career. Results indicate that those who had changed careers did so in order to undertake more meaningful work, to find a better fit between their values and their work, and because their values had changed. (CH)

Looks at the problems faced by non-English-speaking refugees who come to the United States. In addition to the language barrier, they face cultural differences such as never having thought about seeking a job (those from the former Soviet Union and Cuba), limited education, and legal problems. Describes services available to assist them in the…

Comparison of the career paths of Harvard University's classes of 1970 and 1945 suggests that change of the magnitude of the past two decades can only be endured; the forces that make income insecure also create one-time chances for wealth; and when the obvious markets for one's skills evaporate, go where no one else has imagined going. (JOW)

Cites a former school teacher's reasons for becoming a writer of children's literature. The ideas for his books come from his interest in sports, science fiction, world history, and the need to express his sense of humor and his values. (DG)

Describes the services of Oakland University's Adult Career Counseling Center, which offers no-cost career counseling to adults in the Rochester, Michigan, community with funding from the university and state grants. Offers case studies of clients who wanted to change jobs for a variety of reasons. (JOW)

Notes that many companies want to reduce paper documentation necessary to support their products. Maintains that, if technical communicators are to avoid being downsized out of a job, they must build on their existing communication skills and move toward product design, helping to produce products so obvious that they need no manuals. (SR)

Social defenses that have been used to keep anxiety at constructive levels (institutions, nations, families) are changing. Instead of career development, people need career transformation--the ability to deal with the continual process of change. (SK)

Student affairs professional who left higher education administration to work in corporate world and soon after returned to university environment discusses his experience and addresses reasons for leaving higher education, what he learned from his time in corporate position, and his decision to return to student affairs deanship. (NB)

Recounts an urban principal's decision to "chuck it all" and accept a Fulbright award to direct library expansion, inservice education, and curriculum development in a Cairo (Egypt) school district. Windows are broken, desks are scarce, teacher pay is abysmal, and vice principals roam the halls with sticks to goad stragglers. Is this…