Suchergebnisse

In 1992, Jennifer Gordon founded the Workplace Project, a Long Island‐based labor‐organizing center committed to developing and expanding the economic, political, and social power of recent immigrants working in low‐wage jobs. In the last decade, the Workplace Project has become a vital institution for organizing immigrant workers to advance their own interests, with a primary objective of bringing workers into leadership positions. Gordon's model of worker education is drawn from Paolo Freire's philosophy of popular education, stressing the importance of participant leadership and involvement, and is based on the belief, with its attendant practices, that worker education and organizing are ongoing processes. By relentlessly accentuating worker participation, the Workplace Project has become a vibrant labor organization that builds worker and community solidarity and unconventional forms of unionization. Its victories have included the passage of pathbreaking legislation that expanded the political and economic power of recent immigrants.

Higher education is currently undergoing rapid, unprecedented, and accelerating change. Employers and individuals are demanding an increase in the diversity of curricular choice and mix, reflecting increasingly rapid changes in the workplace and in society generally. Much of the rate of change has been driven by exponential advances in information and communications technology over recent decades. Until recent years, the emphasis in state-funded third-level education was almost entirely towards "foremployment" rather than "in-employment" education and training. In-employment training has, for the most part, been largely disconnected from the formal education qualifications system. The newer emphasis on upskilling of persons already in the labour force poses new and significant challenges. This is particularly true for those at the lower skills level who find it difficult to access education and training opportunities. Learning for Life (2000), Ireland's first White Paper on Adult Education, confirmed that skill shortages continue to threaten Ireland's economic prospects, a view endorsed by all stakeholders, who also agreed on the priority status of the skill shortage issue. The White Paper, however, reported that "there is less agreement as to how workplace education should be organised and financed" (Department of Education and Science, 2000: 76). Since the publication of the White Paper, educators, employers, and politicians have given increased attention to the concept of learning as a lifelong activity. Within the context of lifelong learning, learning required by the workplace and which takes place at work and through work has a predominant role in determining the content and direction of learning. As work environments increasingly move to knowledge-based environments, with their increasingly dynamic and changing contexts, ongoing upskilling of employees is required. Work-based training and education is ideally suited to serve this need. Rapidly changing contexts now require training and education curricula that are fluid, dynamic, and continually responsive to volatile workplace environments and to societal change. Third-level institutions need to continually engage with the crucible of changing work environments, where newly created contexts continually demand educators to respond quickly to new and everchanging circumstances.

The present study investigated the structure of and changes in the personal projects, time perspective, and personal networks of Japanese university graduates prior to and after the transition from graduation to employment. Results revealed that the pretransition period is dominated by projects in the area of leisure, hobbies, and daily life and that in the posttransition period the newly employed participants increased projects in the area of professional life with little changes in the area of personality and self-actualization. Further, pretransition projects were generally conflicting and unintegrated although after half a year they regained some structural coherency. As to time perspective, just after beginning work, participants exhibited short-term time perspectives and feelings of time deficit. In 6 months after the transition they regained a long-term time perspective. As to personal networks, contact with the pretransition members decreased whereas those with posttransition network members increased. With respect to support functions, however, the graduates retained their reliance on the pretransitional network, mainly kin members even after a month following their graduation. These results are discussed in terms of the systematic processes of restructuring of the person-in-environment system during the transition and the function of core support networks.

Adryan Bell and his organization, 'DEGW', have been world-leaders on the subject of workplace design and workplace change for many years. His book draws on real innovative workplace projects to provide a sophisticated guide to developing and using a workplace change strategy.

The author discusses elderly alcohol and drug abusers in the workplace, emphasizing prevention and strategies to identify the abuser while the problem is still in the incipient stage. Social workers' roles in providing treatment are discussed.

Cover -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Dedication -- Table of Contents -- Preface -- I: An Eighteenth-Century Innovation in the Concept of Meaning -- 1 Can Meanings Change? -- 2 Meanings as Unchangeable Properties -- 3 Meanings as Changeable Properties -- 4 Meanings as Changing Continuants -- II: Meanings Conceived as What Words Have in a Language or Culture -- 5 De facto and de jure Theories of Meaning -- 6 The Implications of Changeability -- 7 Meanings in a Language -- 8 Meanings in a Culture -- 9 Can a Language Be a Prison? -- III: Meanings Conceived as Topics for Philosophical Investigation -- 10 What Room is there for a Specifically Philosophical Study of Meanings? -- 11 The Doctrine of Logical Grammar -- 12 The Critique of Good Sense -- IV: The Concept of Meaning in the Problem of Universals -- 13 The Problem Conceived as Insoluble -- 14 The Problem Conceived as Soluble -- 15 How Should the Problem be Conceived? -- V: Meanings Conceived as What are Understood in an Act of Communication -- 16 Meanings, Uses and Subsistent Entities -- 17 The Meaning of a Remark in a Particular Language -- 18 The Meaning of a Remark in Any Language -- 19 Do Propositions Exist? -- VI: Meaning and the a Priori -- 20 Are All a Priori Truths Analytic? -- 21 Is Analytic Truth a Matter of Degree? -- 22 Can Meaning be the Method of Verification? -- VII: Meaning and the Law of Extensionality -- 23 The Problem of Non-Extensional Discourse -- 24 Why is Frege's Distinction Insufficient? -- 25 The Problem of Non-Extensionality as a Problem About Statement-Forming Operators on Sayings -- 26 The Problem of Semantical Antinomies in the Systematized Logic of Statements About Statements -- 27 An Extensional Formalization of Informally Non-Extensional Contexts.