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Historically, addiction has been an area in which Canadian social workers have received limited formal education. This reality led to the development of 18 core technical competencies through the auspices of the Canadian Centre on Substance Abuse in 2006. A survey of Canadian schools and faculties of social work found that social work students might obtain a grounding in many of these competencies, however, there was no certainty of this. An option now for those interested in becoming more proficient in this field of addiction is a specialized distance education program developed by McMaster University in Hamilton, Ontario. Along with meeting the majority of the core competencies, there are several other attributes that make this program unique. It offers 27 distinct addiction-specific course options at both an introductory and an advanced level; has continuous enrollment allowing students to begin a course at the beginning of any month; has no minimum course load requirement; and meets the academic requirements for optional certification through the Canadian Addiction Counselors Certification Federation. In a nation like Canada, with a small population spread across a large geographic area, the Addiction Studies Program may serve as a template for offering specialized distance education to enhance professional competencies and thus better prepare social workers to serve community needs. © 2013 Copyright Taylor and Francis Group, LLC.

Introduction: Healthcare systems are evolving to feature the promotion of interprofessional practice more prominently. The development of successful and functional interprofessional practice is best achieved through interprofessional learning. Given that most paramedic programmes take an isolative uni-professional educational approach to their healthcare undergraduate courses, serious questions must be raised as to whether students are being adequately prepared for the interprofessional healthcare workplace. The objective of this study was to assess the attitudes of paramedic students towards interprofessional learning across five Australian universities. Methods: Using a convenience sample of paramedic student attitudes towards interprofessional learning and cooperation were measured using two standardised self-reporting instruments: Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). Results: students' readiness for interprofessional learning did not appear to be significantly influenced by their gender nor the type of paramedic degree they were undertaking. As students progressed through their degrees their appreciation for collaborative teamwork and their understanding of paramedic identity grew, however this appeared to negatively affect their willingness to engage in interprofessional learning with other healthcare students. The tertiary institute attended also appeared to influence students' preparedness and attitudes to shared learning. Conclusions: This study has found no compelling evidence that students' readiness for interprofessional learning is significantly affected by either their gender or the type of degree undertaken. By contrast it was seen that the tertiary institutions involved in this study produced students at different levels of preparedness for IPL and cooperation. © 2012 Elsevier Ltd.

Strategies employed by middle-class families to ensure successful educational outcomes for their children have long been the focus of theoretical and empirical analysis in the United Kingdom and beyond. In austerity England, the issue of middle-class social reproduction through higher education increases in saliency, and students' awareness of how to 'play the game' of enhancing their chances to acquire a sought-after graduate position becomes increasingly important. Using data from a longitudinal study of working-class and middle-class undergraduates at Bristol's two universities (the Paired Peers project), we employ Bourdieu's conceptual tools to examine processes of capital mobilisation and acquisition by students to enhance future social positioning. We highlight middle-class advantage over privileged access to valued capitals, and argue that the emphasis on competition, both in terms of educational outcomes and the accrual of capital in the lives of working-class and middle-class students, compounds rather than alleviates social inequalities. © 2013 © 2013 Taylor & Francis.

The aim of this study is to determine the knowledge and attitudes of apprentices about sexually transmitted diseases (STDs). Apprentices are the students who are not able to continue their formal education after primary education in Turkey. This descriptive and cross sectional study was conducted at the "Apprenticeship Training School" in Antalya during February 2007. 1,186 of the 1,500 apprentice students, who were registered at the Apprenticeship Training School, agreed to participate in the study. Participants completed a questionnaire in the classroom which was aimed at determining the level of their knowledge and attitudes about STDs. Percentages and chi square analysis were used in data analysis. 60.9% of the participants recognized at least one of the STDs' names. The most familiar STD was AIDS (67.4%). 83.6% of the participants did not know about the symptoms of STDs. Only 23.4% of participants reported at least one of the possible contraction of STDs of the STDs and 28.1% indicated that they had knowledge about the protection methods against STDs. 51.4% of the apprentices' believed that healthy looking persons could also be infectious and most of the STDs were curable (47.6%). Age, gender, the field of apprenticeship and being educated about STDs emerged as the important demographic characteristics on being acquainted with the symptoms, as well as transmission of and protection from the STDs. Results show that STDs' names and the contraction of and protection from the STDs were known better by the male participants, participants from the field of the personal hygiene education and apprentices whom had prior education about STDs. Results emphasize the need to strengthen the apprentices' STD education on all aspects, including their attitudes and safe sexual practices. © 2011 Springer Science+Business Media, LLC.

The purpose of this phenomenological study was to examine seven school counseling students' experiences of creating reflective video journals during their first internship course. Specifically, this study focused on capturing the essence of the experiences related to personal reactions, feelings, and thoughts about creating two video journal entries. Qualitative analysis revealed that reflection as a developmental process, authenticity, parallel process, and apprehension with the process were significant themes related to the video journaling experience. Implications for counselor education and training and directions for future research are presented.

Promotion by governments of the provision of pathways for learners and the principle of seamlessness in post-compulsory education over the past decade may be perceived as both positive and problematic. Seamlessness can provide considerable choice and yet can readily lead to uncertainty and indecision. A number of studies have drawn attention to the phenomenon of indirect transfer, where the movement of tertiary students is not linear but involves several moves within and between sectors. This paper explores patterns in such movements and proposes a typology of five learning pathways. The research involved in-depth interviews held with 69 students in South Australia who had experienced both vocational and higher education sectors. Such research can help educators and researchers understand more fully the experiences in and reasons for moving within and between various pathways. It can also assist policymakers and institutional planners with insights into how best to fashion relationships between sectors and tailor policies and services that help learners navigate through education systems. © 2012 The Australian Association for Research in Education, Inc.

Purpose: The purpose of this paper is to examine the effectiveness of participation in workplace learning among senior secondary students in Australia. Work placements are deemed to be effective if they meet policy objectives of improving student transitions by (a) enhancing Year 12 completion rates and (b) increasing the engagement of participants in post-school work or study. Engagement is defined as full-time study, full-time work, some full-time/part-time combination, or two simultaneous part-time engagements (e.g. part-time work and part-time study). Design/methodology/approach: Propensity score matching is used to address selection bias into work placements. After controlling for numerous student background characteristics and creating equivalent comparison groups, we estimate the influence of participation in work placements on Year 12 completion and post-school engagement. Findings: It is found that participation in work placements during Year 11 is associated with a 5.2 percent increase in Year 12 completion and a 3.8 percent increase in full-time engagement one year after the modal Year 12 completion age. Research limitations/implications: The study is somewhat limited by its moderate sample size (n=880; 440 workplace learning participants matched with 440 comparable non-participants). Moreover, it seems likely that considerable variation exists in the quality of workplace learning programmes. It would be useful to examine what specific qualitative aspects of work placements produce positive transition outcomes. Practical implications: The findings suggest potential benefits from increasing participation in work placements during Year 11 for students who undertake vocational education and training in schools (VETiS) and those who are lower-achieving. Originality/value: Previous research has questioned the value of VETiS for Year 12 completion, and the overall benefit of Year 12 completion to lower-achieving students. This paper expands on the extant literature by suggesting that participation in workplace learning may contribute to more successful transition outcomes for lower-achieving students and those taking VET courses. © Emerald Group Publishing Limited.

This study is aimed at describing profiles of interpersonal behavior of Indonesian mathematics teachers and examining associations between students' perceptions of their mathematics teachers' interpersonal behavior and their motivation in learning mathematics. Data were collected with the Indonesian version of the Questionnaire on Teacher Interaction (QTI) and the Questionnaire on Motivational Dimensions. The framework of this study is based on the Model of Interpersonal Behavior that maps teachers' conduct in terms of 2 dimensions: Influence (Dominance-Submission) and Proximity (Cooperation-Opposition). A total of 506 students (grades 7 to 9) from 16 classes in 5 public secondary schools in the West Java and Jambi provinces, Indonesia, participated in the study. Data analyses were conducted including descriptive, correlational, and multilevel analyses. Results from the data analyses showed that the reliability and (validity) of the Indonesian QTI were good; teachers' ratings of their interpersonal behavior were moderate in class perceptions but (were) quite high in teachers' self-perception in both the Proximity and Influence dimensions and that associations existed between the 2 dimensions of interpersonal behavior and student motivation in learning mathematics. There was an indication that Indonesian mathematics teachers were generally perceived as directive. Implications of the findings were discussed. © 2011 National Science Council, Taiwan.

The paper proposes the solution to teaching resource application platform that applies to electronic commerce teaching. Electronic commerce teaching resource platform system includes hardware system structure and software system structure. It is an open approach based on B/S mode that provides each faculty with local and remote teaching resources via Intranet/Internet and booming cloud technology. It establishes inner-and inter-scholastic supporting teaching resource library to meet the demands in teaching practices, and includes functions such as theory teaching, practice teaching, skill practice, entrepreneurial internship, teaching resource service, laboratory management, teaching management, teacher-student interaction and etc. The paper combines the comprehensive teaching resource platform construction practices of modern business and logistics in Beijing Youth Politics College, and puts forward opinions on and solutions to construction scheme of electronic commerce laboratory and teaching resource system in colleges and universities, including construction purpose, system structure, network laboratory composition, teaching function, function of teaching resource library contents and other aspects. Besides, it proposes the basic solutions to experimental teaching platform, teaching management platform, practice and entrepreneurial platform and teaching resource library construction. © 2012, Association for Information Systems. All rights reserved.

As adults, we are all continually involved in learning, with increasing numbers of us engaged in more formalized forms of learning; that is, in education or training. All those involved in the broad field of adult education and training will come into contact with many specialist ideas or concepts. It is often assumed of students that they already have a general understanding of these concepts, their meanings, applicability and inter-relationships. This is not always the case. This book examines in detail over forty of these key concepts, ranging from community education and experiential learning to competence and access. It presents a clear, analytical discussion in jargon-free language. It is, therefore, indispensable to all students and practitioners of adult education and training. © 1996, 2002 Malcolm Tight. All rights reserved.