Search results

This study aims to use the dual-continuum model of mental health to explore mental health in Australian construction apprentices from the perspective of key stakeholders in the apprenticeship model. In particular, this study explored how construction apprentices, Vocational Education and Training (VET) teachers, industry employers and mental health workers understood the construct of mental health, factors associated with the dimension of psychological distress/symptoms of mental illness, and factors associated with the dimension of mental wellbeing.

This study used an exploratory qualitative research design. Data from 36 semi-structured interviews were analysed using thematic analysis. Participants comprised 19 Australian construction apprentices, 5 VET teachers, 7 industry employers and 5 mental health workers.

In total, 14 themes were generated from the data set. Participants across stakeholder groups reported a limited understanding about mental health. Participants cited a range of negative personal, workplace and industry factors associated with psychological distress/symptoms of mental illness, but only reported a few factors associated with mental wellbeing.

To the best of the authors’ knowledge, this study is one of the first to use the dual-continuum model of mental health to explore the mental health of Australian construction apprentices, and to explore the factors associated with both dimensions of this model from the perspective of key stakeholders in the Australian construction apprenticeship model.

Two elementary teacher educators redesigned a methods course to integrate social studies and science. Using the framework of science-technology-society (STS) literature and the major themes from Paul Hurd, social studies and science content and methodology converge to create an integrated curriculum for preservice teachers. Concepts, processes, content knowledge, skills, and critical issues are among the interrelated themes of the course. This paper describes the design of the course and discusses how preservice teachers internalized the content. In addition, the successes and challenges of creating and teaching the course along with implications for teacher education are discussed.

DAVID HERBERT (1830–99), classical tutor, journalist and aficionado of eighteenth‐century literature and history, was born on 15 April 1830 in Glasgow, at the home of his parents on Castle Street. He spent his early life in Glasgow where his father, James Herbert, worked in a shop.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

This paper discusses findings from qualitative research exploring young asylum seekers' (aged 18‐25) definitions and experiences of ‘home’ and ‘belonging’ at a time of transition to adulthood and adjustment to life in a new country. Previous research on refugees and asylum seekers has focused largely on either children or adults, often failing to highlight the particular experiences of those in young adulthood. It will be argued that young asylum seekers of this age have specific needs and experiences associated with the dual transition they face, in both adapting to life in the UK and becoming adults, and the changing support network and entitlements available to them as they go through this process.

In discussing this topic at an Aslib Annual Conference one is very conscious of the role past annual conferences have played in the development of this subject field. The first paper of note in this country on the theme was delivered by H. E. Potts at the 1926 conference. At the seventh annual conference in 1930 a resolution of the general session recognized the vital need for training students in the efficient use of libraries and urged university and other education authorities to consider the organization of systematic instruction in this subject in all faculties. More significant was Hutton's paper in 1942 which listed the objectives of such instruction—no one had done this previously and very few have since. One is also conscious of the fact that no action was taken as a result of these three initiatives—so it is with no great hope for change that I speak today.

This chapter explores the inequalities and restrictions faced by women as they entered the medical profession in the United Kingdom. A case study in the first hospital in the United Kingdom to be founded and run by women, the Edinburgh Hospital for Women and Children, it demonstrates the importance of history for understanding women doctor’s early career choices and opportunities. The chapter begins with an outline of nineteenth-century notions of feminine propriety. It considers how middle-class women sought to subvert these restrictions and gain an active role in public life, and explores how this impacted upon arguments in favour of medical women. It reveals the significance of the changing nature of medical knowledge in this period, and considers how this contributed to the emergence of two distinct specialisms, both of which became the preserve of women doctors: maternal welfare schemes in the 1900s, and the treatment of VD in the inter-war period. The chapter concludes with its contribution to this edited collection.