Academic literature on the topic 'Apprentices' Strike'
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Journal articles on the topic "Apprentices' Strike"
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Urdank, Albion M. "Custom, Conflict, and Traditional Authority in the Gloucester Weaver Strike of 1825." Journal of British Studies 25, no. 2 (April 1986): 193–226. http://dx.doi.org/10.1086/385861.
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The Gloucester weaver strike of 1825 was part of a national revival of trade-union activity following Parliament's repeal of the Combination Acts in 1824. The strike also occupied a central place in Gloucester's economic history, marking a turning point in the evolution of its woolen trade from a protoindustrial to a factory-based system. For this reason, the strike embodied in its form the transitional state of the industry, combining characteristics of preindustrial “risings” with those of modern industrial disorders. And in this anomaly lay its distinctiveness and its special interest.Scholars have little appreciated the strike's transitional quality, however, treating it inevitably as a straightforward confrontation between capital and labor. The Hammonds and, more recently, Julia de Lacey Mann have depicted the weavers as a homogeneous social group, their strike movement as autonomous, and their conflict with the clothiers as a unitary, year-long struggle for higher wages. Such treatment, moreover, reflects widely held assumptions about the nature of class and class consciousness in the English Industrial Revolution.This essays offers a different perspective. The strike was organized and led by master weavers whose interests could differ from those of their journeymen and apprentices. Nor was their movement completely autonomous since the deference they displayed permitted elements within the employing and governing class to manipulate them. Those engaged in such manipulation pursued the interests of their own social group, however sincerely they invoked the values of paternalism. Indeed, the dominant pattern of conflict followed a traditional vertical arrangement; a hint of modern class conflict emerged only in the strike's final phase.
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Barnes, Simon. "Apprentices keep Dinamiks at the cutting edge of technology." Human Resource Management International Digest 23, no. 6 (August 10, 2015): 15–17. http://dx.doi.org/10.1108/hrmid-06-2015-0097.
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Purpose – Describes the advantages that technology company Dinamiks gains from its apprenticeship program. Design/methodology/approach – Gives the managing director’s viewpoint of the benefits of apprenticeships to a small company. Findings – Reveals that apprentices have enabled Dinamiks to tap into the technology innovations and ways of working with technology that many young people take in their stride and to learn what of that needs to be included in its products. Practical implications – Details how the company has benefited from the energy of youth, a different style of conversation and innovative individuals who have the ideas to move the product, and therefore the company, on. Social implications – Explains that the program prepares apprentices to go out into the wider business world and be a valuable contributor in whatever field they ultimately choose. Originality/value – Highlights the winning combination of apprentices, who bring new ideas and ways of working, with seasoned employees, with their business acumen gained through years of experience.
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Rivendri, Rivendri. "Training and Training Based on Field Training Model (Internship)." KOLOKIUM Jurnal Pendidikan Luar Sekolah 11, no. 3 (December 31, 2023): 1105–12. http://dx.doi.org/10.24036/kolokium.v11i3.760.
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Internship is training or practice to master certain skills under the guidance and supervision of experienced instructors. Apprenticeship training is organised and directed to equip, improve, and develop work competencies in order to improve capability, productivity, and welfare. The learning concept of apprenticeship is student-centred, prioritising the activities of learners as apprentices through active student learning and providing opportunities for learners to self-direct their learning activities. The benefits obtained in the implementation of apprenticeship are not only felt by the company that can produce labour in accordance with industry standards and company needs, but also the apprentices themselves get the opportunity to receive training, not only to hone skills in accordance with industry / company standards, but also to get direct technical training and core work skills that can improve their performance. The conceptual model underlying the apprenticeship programme falls into the category of the implementative learning model. Where this model requires initiatives that are able to strive and realise the curriculum from potential or written to actual or realisation by conducting a series of implementation activities in the form of learning processes.
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Ryan, Paul. "Apprentice Strikes in the Twentieth-Century UK Engineering and Shipbuilding Industries." Historical Studies in Industrial Relations, no. 18 (September 2004): 1–63. http://dx.doi.org/10.3828/hsir.2004.18.1.
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Lyddon, Dave, Alan Roe, and Jim Telford. "The British Printers’ 40-Hour-Week Strike of 1959: Background, Dispute, and Aftermath." Historical Studies in Industrial Relations 44, no. 1 (September 2023): 3–41. http://dx.doi.org/10.3828/hsir.2023.44.2.
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The 1959 printing workers’ strike for the 40-hour week led to them winning that iconic demand which then spread to other manual workers. This success was all the more remarkable as the printing industry was riven by union ‘wage autonomy’ and craft divisions. The unity of the print unions’ federation allowed it to sustain a seven-week strike. The print employers’ long-standing concern had been labour supply, particularly apprentice numbers. This figured prominently in 1959, along with ‘efficiency’ measures, codified in a twenty-two-point list. The terms agreed were generally ‘permissive rather than mandatory’ and the employers would keep returning to this agenda over subsequent decades. The unions would not accept arbitration in such complex talks: two sets of pay negotiations (craft and non-craft), individual unions’ ‘domestic’ claims, and their federation leading on working time. When a related dispute at printing-ink manufacturers threatened national newspaper production, the Ministry of Labour appointed an independent chair to advise on discussions for a negotiated settlement in the printing strike. The twists and turns of this arrangement and the return to work are outlined.
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Steinberg, Marc W. "The Dialogue of Struggle: The Contest over Ideological Boundaries in the Case of London Silk Weavers in the Early Nineteenth Century." Social Science History 18, no. 4 (1994): 505–42. http://dx.doi.org/10.1017/s0145553200017144.
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The early decades of the nineteenth century are widely recognized as formative years for the English working class. During the first two decades a wide variety of trade groups struggled at both the regional and national levels to protect artisanal rights and unmuzzle the legally muted voice of labor (Prothero 1979; Randall 1991; Rule 1986; E. P. Thompson 1966). Success was at best uneven. Revocation of the Statute of Apprentices in 1813–14 was an alarming defeat for artisans who sought to protect their trade privileges from growing capitalist incursions. The successful repeal of the Combination Laws that had barred trade unions in 1824 encouraged a clamoring among many of London’s trades to resuscitate wage rates, precipitating strikes in many industries. Also emerging from the lean years was a new understanding of the relations between capital and labor. “The interests of the masters and men,” London’s Trades’ Newspaper pronounced, “are as much opposed to each other as light is to darkness” (Hollis 1973: 45).
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Zusan, Erin, Aislinn Vaughan, and Richard E. Welling. "Mentorship in a Community-Based Residency Program." American Surgeon 72, no. 7 (July 2006): 563–64. http://dx.doi.org/10.1177/000313480607200701.
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The concept of mentorship has become a timely issue in surgical residency education. Traditionally, surgical training programs contained resident teams consisting of chiefs, seniors, juniors, and interns on 4- to 8-week blocks. With the new hour regulations, many programs have had to make changes in the format of their teaching programs to accommodate the new hour restrictions and yet still strive to maintain excellence in residency education. We examined a rotation with a mentor or a small group of surgeons in an apprenticeship model. This consists of one resident following one to three surgeons in a practice, in essence being their apprentice. One of the strongest advantages of this is the exposure the resident has to the true lifestyle of a practicing general surgeon. There is also strong continuity of care, because that one resident goes to office with their mentor, scrubs all their cases, rounds with them, and sees the patients in follow up. This continuity concept ultimately results in better outcomes for the patients.
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Skosyreva, Aleksandra. "Alban Berg: from amateur composer to the author of Altenberglieder." Культура и искусство, no. 8 (August 2020): 87–102. http://dx.doi.org/10.7256/2454-0625.2020.8.33532.
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The object of this research is the piano compositions of Alban Berg – the String Quartet, Op. 3, and the vocal cycle Altenberglieder, Op. 4. The subject of this research is the artistic transformation of Berg from amateur composer of romantic music to the author of the complex atonal composition. The article reviews the aspects of Berg's apprenticeship that impacted his professional becoming. The peculiarities of the pedagogical method the composer's mentor and friend. Arnold Schoenberg are described. The author systematizes Berg's musical impressions acquired in his earlier period, which revealed the world of “new tones”. Special attention is given to the personal qualities of Alban Berg, his desire to cognize the new musical world. Analysis is conducted on the piano pieces composed at the time of his study with Schoenberg is. Opuses 3 and 4 are examined for the similar authorial techniques and their gradual complication. The conclusion is made that the phenomenon of rapid changes in the composer's artistic path is substantiated by a combination of factors. Berg was able to overcome the initially romantic melodious nature in his composing due to the opportunity to be in Vienna, which was the center of musical life at that time and the pedagogical talent of A. Schoenberg. The key character traits of the composer were commitment, capacity to work, and strive for creative truth. His natural enthusiasm and sensitivity were balanced by mathematical meticulousness and propensity for systematization. This served as the foundation for the remarkable changes that can be traces from his apprentice sketches to the first independent composition – the vocal cycle Altenberglieder, Op. 4. The scientific novelty of this research consists in posing the question of how Berg was able to develop such complex modern language in a very short period of time that elevated him to the forefront of leading composers.
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Walaszczyk, Ludmila. "Developing Business Model Competences in the Enterprise." European Conference on Management Leadership and Governance 18, no. 1 (November 4, 2022): 423–30. http://dx.doi.org/10.34190/ecmlg.18.1.701.
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Despite the COVID-19 pandemic, 2021 saw a growing interest in starting own business: as per the Census Bureau's Business Formation Statistics, the number of applications to form new businesses filed in the U.S. was the highest compared to any other year on record, reaching the total of 5.4 million (Economic Innovation Group, 2022), while in the EU, after an initial downward trend recorded in the first and second quarters of 2020, the number of new business registrations grew again in the third quarter of that year, and this upward trend continued throughout 2021 (Eurostat, 2022). Of course, as a result of Russia's invasion on Ukraine and related economic crisis, a downward tendency could be observed, but business registration levels in the EU in the first quarter of 2022 were still higher than during the pre-COVID 19 pandemic period (2015–2019) (Eurostat, 2022) and online searches indicating and intent to open a business spiked by 76% from 2018 to 2022 (Search Engine Journal, 2022). This shows that despite many external impediments, people are still tempted to start their own business, and many influencers, motivational speakers and coaches, as well as various popular TV shows broadcast worldwide (like the Apprentice, Dragons’ Den, Shark Tank or Planet of the Apps) encourage them to do so. Becoming an entrepreneur has become a goal many people, especially 20-, 30- and 40-year-olds, strive to achieve. However, many of those people fail to realise that the very entry in the business register does not automatically make them entrepreneurs or their business successful. Neither does a good (or even excellent and innovative) business idea that attracts customers, as it was in Kodak’s, Blockbuster’s, or Ask Jeeves’ case. What is required, is the ability to stay attractive to existing and prospective customers, i.e., the ability to win and retain customers, and to adapt to the changing demands, trends and economic conditions. All this can be achieved thanks to a meticulously designed and regularly reviewed and updated business model.
The aim of this paper is to present and analyse the learning process of acquiring and building competences in the area of business models with the use of different innovative tools. The results presented and discussed in this article come from surveys as well as face-to-face and on-line meetings conducted in the ProBM 2 ERASMUS+ project (Understanding and Developing Business Models in the Era of Globalisation), in which the total of 261 respondents from seven (7) European countries, i.e. Poland, Italy, Greece, Romania, Portugal, Malta, and Switzerland, took part between 2019 and 2022. From the meetings and surveys it follows that much more awareness of business models needs to be encouraged and developed, particularly as regards improving competences helping future business owners and their employees assess profitability and efficiency of their operations and ensure that the business will be a going concern.
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Burawoy, Michael, Margaret Eby, Thomas Gepts, Justin Germain, Natalie Pasquinelli, and Elizabeth Torres Carpio. "Introduction: Laboring in the Extractive University." Work and Occupations, June 15, 2023. http://dx.doi.org/10.1177/07308884231177882.
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The twin pressures of dwindling state funding and widening student access has created a crisis of higher education that reverberates into the hidden abode of teaching and learning. In this special issue we reconnect pedagogy to its context of determination (and nondetermination) by bringing theories of the labor process to bear on the dilemmas and challenges faced by teaching assistants (TAs). Our project of auto-ethnography was suspended between two crises—COVID-19 and an unprecedented university-wide strike by graduate students. Elizabeth Torres Carpio advances the idea of the university's “selective recognition” that expands the work of street-level educators -TAs facing increasing numbers of students from economically poor and culturally diverse backgrounds. Natalie Pasquinelli considers the way faculty manage TAs as apprentices through hegemonic “status control.” Justin Germain focuses on the autonomy that allows TAs to turn teaching into “innovation games,” offering the players a sense of accomplishment. Thomas Gepts examines the “arrhythmic” time bind in which graduate students are caught between commitments to future-oriented research and present-oriented teaching. Margaret Eby shows how the “power of silence” allows TAs to conceal their anxiety and defend their autonomy. The university extracts the labor of TAs by giving them “constrained autonomy” to absorb, divert, and conceal the pressures descending from a top-heavy administrative structure. We extend the idea of “constrained autonomy” to other occupations.
Books on the topic "Apprentices' Strike"
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Reith, Reinhold. Streikbewegungen deutscher Handwerksgesellen im 18. Jahrhundert: Materialien zur Sozial- und Wirtschaftsgeschichte des städtischen Handwerks 1700-1806. Göttingen: O. Schwartz, 1992.
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Michiels, Cedric. The Garfield show: Apprentice sorcerer. New York, NY: Papercutz, 2016.
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1974-, Fowler Tom, and McCaig Dave, eds. Mysterius, el increíble. Barcelona: Norma, 2010.
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O'Neill, Katie. The Tea Dragon Society. Portland, Oregon: Oni Press, Incorporated, 2017.
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Stroud, Jonathan. The Bartimaeus Trilogy: Book One: The Amulet of Samarkand. New York: Miramax Books/Hyperion Books For Children, 2003.
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Stroud, Jonathan. The Amulet of Samarkand. New York: Hyperion Books For Children, 2003.
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Stroud, Jonathan. The Amulet of Samarkand: A Bartimaeus graphic novel. New York: Disney/Hyperion Books, 2010.
Find full textBook chapters on the topic "Apprentices' Strike"
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Knox, W. W. J., and A. McKinlay. "Apprenticeship." In Jimmy Reid, 41–66. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620832.003.0003.
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Chapter two examines the making of a communist activist focussing on the 1952 apprentices' strike in Britain; an event that accelerated Reid's rise within the CPGB. Drawing on autobiographical material of various activists, we emphasise the fact that being a communist involved the complete immersion of one’s self in a political culture whose ties extended way beyond the factory floor or the conference hall into the wider society. Mutual assistance, socialising and politics were fused in Party lives. All of this in a small, embattled political party produced an intimacy that stretched across generations. This helps to explain why leaving the Party, as he did in 1976, was such a 'heart-wrenching' moment for him.
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Carter, Tim. "The Apprentice Composer." In Monteverdi's Voices, 13–25. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197759196.003.0002.
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Abstract This chapter discusses Monteverdi’s studies with Marc’Antonio Ingegneri in Cremona. Then it explores his early publications, beginning with a collection of three-voice motets that he published when he was fifteen, through his Second Book of five-voice madrigals (1592). The chapter describes how, despite the early success of his “discepolo,” Ingegneri kept Monteverdi on a tight rein in a strict curriculum of training in basic music theory and contrapuntal exercises. Monteverdi’s compositional models (Cipriano de Rore, Luca Marenzio, Philippe de Monte, Giaches de Wert) are demonstrated with examples compared with his own works, and a closer look is taken at his competitors (Benedetto Pallavicino, Flaminio Tresti). The chapter concludes with Monteverdi’s move to Mantua.
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Davidson, James West. "Unladylike Lady." In ‘They Say’, 53–75. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195160208.003.0004.
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Abstract About the time of her dismissal from Shaw—perhaps even partly because of it—an invitation arrived that changed Ida’s life once again. Yellow fever had left her an orphan, a stand-in parent, and her family’s primary breadwinner. Relatives and friends pulled together, of course, as they often do in times of trouble. Grandmother Peggy watched the children while Ida taught in the country. When Peggy was felled by a stroke, one of Lizzie’s old friends stepped in. Aunt Belle, Lizzie’s sister, agreed to care for ‘Genie, paralyzed from scoliosis. But for over two years the burden of worry, if not of constant supervision, fell to Ida. The invitation came sometime in 1881—from Aunt Fannie Butler, her father’s stepsister. Aunt Fannie suggested Ida come to Memphis. Fannie had lost her husband to the yellow fever epidemic, just as Ida had lost her parents. Living together would ease housing costs and provide companionship—not only for Ida and Fanny— but for Annie and Lily, Ida’s two younger sisters, who could play with Fannie’s children. (Ida’s brothers, Jim and George, had by this time apprenticed themselves out as carpenters’ assistants.)
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Giddins, Gary. "Tremolos and Elegies (Cyrus Chestnut)." In Weather Bird, 91–94. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195304497.003.0024.
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Abstract By their tunes ye shall know them. So in welcoming pianist Cyrus Chestnut as he emerges from the ranks of accompanists into the limelight of leadership, let’s begin with the tunes—those he writes and those he interprets. Last week he debuted with one trio at the Village Vanguard and with another on his first major album, Revelation (Atlantic). The 31year-old, Baltimore-born, Berklee-graduated, and widely apprenticed pianist is a prolific composer, and he favors his own material. But not exclusively. The album’s two exceptions suggest something about his range and taste. The jazz genealogy of Jules Massenet’s “Elegie” as one of Art Tatum’s pet morsels is well known. Tatum elaborated the tune with characteristic e´lan, his variations partaking of stride bass, supersonic arpeggios, and a rubato close, all underscoring the source melody. Chestnut is less respectful of the original. He begins improvising over a pedal-bass, then buttresses himself with a descending four-chord figure that suggests nothing so much as the turnback for “Sweet Georgia Brown,” which is his immediate set-up for Massenet’s tune. The pop reference is echoed in the introduction of a standard old-time four-note descending bass vamp. He wails on that and then on the chord changes he has adduced, kicking into overdrive with propulsive riffs and, unlike Tatum, completely escaping the gravitas of the original. Chestnut reprises the tune only at the end, as a head, incorporating the four-note vamp on piano before a quick and not inelegant fade. In stately contrast, “Sweet Hour of Prayer” is an old hymn sweetly played, peeled of all complexity, with a slow-motion Bach mordent as the kicker.
Conference papers on the topic "Apprentices' Strike"
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Cárcel-Carrasco, Javier, Elisa Peñalvo-López, José Ramón Albiol Ibañez, and Jaime Langa Sanchís. "Work-based learning system to up-skilling construction workers in wood construction methods for energy efficient buildings." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13422.
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Nowadays, the use of wood is becoming increasingly relevant in the field of construction and design, and as a result, this material is becoming essential in construction materials market. However, the current skills of workers and apprentices are not up to the new demands of the market, and this is because the knowledge and skills obtained through the WBL do not meet the needs in the workplace for timber constructions and workings. In addition, strict renovation requirements and political measures that seek to stimulate the transformation of existing buildings make this lack of skills even more noticeable. Thus, in this article we will see how this UP-WOOD project proposes to pay attention to the need of improving skills and abilities in this sector, through a work-based learning system VET (Vocational Education and Training), so current and future demand of efficient energetic solutions can be solved.
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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.
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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?