Abstract This paper explores the effects the Industrial Revolution had on the British apprenticeship system. It deals with the changing status of the apprentice and of employers and plots the history of the system from the early eighteenth-century through to the late nineteenth.
From the Paper "For many centuries, Britain had embraced the apprenticeship system as a method of educating the young in the skills required within the workplace. Training at the feet of a master craftsman provided apprentices with one-on-one instruction in the intricacies of trades ranging from wheel weighting to printing. Due to the protracted nature of an apprenticeship, the payment of a premium by the parents or guardians and the guarantee of future well-paid employment, the undertaking of an apprenticeship was seen as both honorable and worthwhile. It was also one which would ultimately result in journeyman standing, a position of high esteem. However, this high regard for apprenticeships would be irrevocably diminished during the nineteenth-century, and whilst the Revolution was not directly instrumental in this demise, it would play a major part in redefining the construct of the apprenticeship."
Abstract This essay interprets the ending of Mordecai Richler's novel The Apprenticeship of Duddy Kravitz and argues that the ending can only be considered a "happy ending" from the points of view of Duddy and several of the other Jewish working-class "mythmakers" in the novel. Their view of the ending, and of Duddy's fate, is determined by the racist oppression of Jews in Montreal at the time, and the great importance they therefore see in becoming a "success" at any price. However, from the point of view of those characters in the novel who truly care for Duddy as a human being - whether Jewish or non-Jewish - the ending can only be considered a tragedy.
This paper discusses the famous Canadian novel, "The Apprenticeship of Duddy Kravitz" by Mordecai Richler and illustrates the point of view used by the author.
900 words (approx. 3.6 pages), 2 sources, 2005, $ 35.95
Abstract The paper is based on the famous Canadian novel, "The Apprenticeship of Duddy Kravitz" by Mordecai Richler. The focus of this particular essay is the point of view used by Richler in this novel. The point of view is the third person, but the focus shifts between the main character, Duddy Kravitz, and that of other characters, sometimes even minor characters.
From the Paper "In any work of fiction, the point of view is a very powerful narrative tool, in that it determines how well we get to know specific characters, what we know about them, whom we sympathize with and how the narrative is constructed. The two standard points of view that most fiction writers use are first-person (in which the action is told from the point of view of the main character, who refers to himself as "I") and third person (in which all characters are referred to as "he").
Abstract In this article, the writer examines the use of irony in the novel 'Wilhelm Meister's Apprenticeship' by J.W.V. Goethe. Three levels of irony are uncovered. The writer discusses that at the simplest level there is the pedagogic irony, which is necessary for the composition of the bildungsroman. The writer then notes that there is the irony of 'strangeness', which is characteristic of Goethe, who believed that the practice of art should always be infused by the aesthetic sensibility. The writer goes on to explain that the most pronounced irony comes from the fact that we are not explicitly told about the secret designs of the Society of the Temple, who are monitoring and manipulating the events in the life of Wilhelm, so that he acquires maturity in exact accordance with their particular humanist philosophy. The writer discusses that stress is laid on how Wilhelm's experiences are made to coincide with those of Hamlet.
From the Paper "Such irony is termed pedagogic. It is as if the author has placed himself in the position of pedagogue, who customarily puts his pupils in confusion, bewilderment, or shame. It works on the philosophy that one only learns through error, and that there is no linear and straightforward approach to education. The pedagogue allows his pupils to err only because he is there to correct them. Goethe's use of irony in the novel has, however, more dimensions of significance. At one level he believes in committing error, but at another he does not. So, in the end of the novel we discover that Wilhelm Meister does not encounter life in a spontaneous way, but instead is secretly guided by an arcane order, who are directed by the precepts of Freemasonry. It reflects a contradiction in the outlook of Goethe, which in turn emerges from the contradiction inherent in the German Enlightenment, of which Goethe was a leading figure."
Abstract This paper discusses the legacy of Sandro Botticelli, known as one of the best and most spiritually enlightened of the Neo-Platonic Renaissance painters who was eventually hired by the Pope to work on the Sistine Chapel. He was born to an artisan-class family of tanners where his artistic tempermant was ignored and started his working career as a goldsmith until he received his first apprenticeship as an artist. Eventually he rose to fame, gained more commissions, both creating panels and the like for rich merchant families and frescoes and other church decorations. He became known for his dreamy and melancholic mythic religiousity and implications of human form and feature and ranked among the greatest of the allegorical and mystical painters of his time.
From the Paper "Sandro's original apprenticeship as an artist was under the legendary Fra Filippo Lippi. In many ways this was a fortunate choice in masters; Botticelli's mystical and dreamy nature fit well with Lippi's penchant for the ideal and devotional. An apprenticeship in one of the more modern, naturalistic studios might have created a far different Sandro Botticelli, or hidden his actual talent. (Botticelli, 13) Lippi's influence is obvious in most of his student's early work, to such a degree that most of the earliest Botticelli paintings are virtually recreations of Lippi pieces, keeping content and design and scene in common while changing method and form ever so slightly. The resemblance between Botticelli's Madonna Guidi and Lippi's Madonna and Child with Angel is far from accidental."
Abstract This paper discusses the story of an ambitious young man, Duddy Kravitz, who is determined to become a success. The author points out that Duddy takes on his father for a role model, because, like his father, he engages in dishonesty as a tactic to rise to the top. The paper concludes that, because of this, his achievements become the ingredients of his self-destruction.
Abstract This paper describes how England took up the Spanish idea of placing groups of imported settlers in the sixteenth century and put it in practice both close to home, in Ireland and across the ocean in North America. It analyzes how the English used Ireland as a subject for imitation, not as an apprenticeship, as was shown by their inability to create new policies to govern in a different continent and their use of unsuccessful ones. It looks at how their justifications for colonizing North America came directly from Irish sources and how the comparisons of the Gaelic Irish to the Amerindians convinced most Englishmen that use of extralegal force was necessary in order to duplicate English "civility" in the New World.
From the Paper "The process of developing official policy concerning the colonies also suggests that Ireland was not used as a model. In fact, it appears that the English relied more heavily on the Spanish precedent in both countries over their own experience, particularly in their justification of the transplantation of natives, which they compared to the Spanish removal of the Moors from Granada. Although the two colonies were dealt with in many cases in very different ways, certain elements remained constant. The main problem of colonization came from how to find capital to fund experiments when the lands held no precious metals, which was eventually solved in both Ireland and North America by the exportation of other raw materials."
Abstract This paper explores the relatively unstudied origins of the indentured servant trade. It claims that the institution of indenture was based on a combination of traditional English institutions; apprenticeship, farm labourers and domestic servants. This is proven by examining the social standing of each group, the terms of contracts in each profession, the tasks they performed and the social mobility they could expect upon finishing their term, in relation to indentured servants. The period before the large influx of African slaves is of particular interest in this study, since the dynamic of the servant trade was altered radically by the arrival of a cheaper labour force.
From the Paper "Opportunities that existed in the colonies were often closed to the poorer classes in England. Even for apprentices there were only four ways they could become established as a master; by marrying either the daughter or widow of their master, through inheritance, by purchasing a practice or by setting up their own. The latter options required a large initial investment, and the former circumstances were rare since a son of the master usually took over the practice. This left most tradesmen little better off than the common labourer . Servants in agriculture had even fewer prospects open to them in England; in order to marry and start their own household they would have to save the majority of their wages for about ten years, and then finding a small farm was difficult since they were much in demand and vacancies were very low."
Abstract This paper analyzes the relationship between the Ford Motor Company and United Auto Workers (UAW) Union over the years. It looks at how the company hired and managed its UAW employees, how the UAW formed to help employees bargain with their employers and how as a result, the human resource management of the company has transformed. Today, The United Auto Workers work with Ford in a variety of ways to enhance the employees' experience and benefits.
From the Paper "In the 1970s, automakers faced the popularity of increasing imports from Japan, and the union had to make concessions, and become more involved in the operations at Ford's plants, to ensure their own survival. "At Ford the UAW went even further. It became deeply involved in the implementation of teamworking and in the improvement of productivity and quality. It accepted wage reductions in exchange for fewer redundancies than had been desired by management" (Freyssenet 31). They also had to face dwindling oil supplies during the oil crisis and the growing interest in smaller, more fuel saving models."
Tags: union, workers, management, relations, plants, japan, apprenticeship, program
Abstract This paper evaluates an effective method for an intervention in a school setting. Here, an administrator, the school principal, is assisting with a first-year teacher who is having trouble teaching reading to his 3rd- grade classroom. Based on research supporting proactive principals, and "career-ladder" programs in organizations, this essay discusses a mentorship-based intervention that assists the new teacher in developing his reading curriculum, and as well in providing the mentor-teacher with career incentives for his/her participation in the apprenticeship. In this context, the principal is regarded as being actively involved in the school activities, in levels of staff development as well as classroom curriculum.
Abstract Since independence, Australia has attempted to maintain standards typical of a Western, liberal democracy that values the quality of life of its work force. The issue of hiring discrimination has become an issue because lifetime employment is becoming more and more rare, and many of Australia's neighbours implicitly condone the mass employment of children in the textiles industry. This paper shows that, according to the Australian Council of Trade Unions, there are no federal laws in Australia prohibiting forced labor, setting a minimum age for employment, or prohibiting forced or bonded labor by children as exist in the United States, Britain, and Canada. Humanitarian organizations fear that increased trade with these countries will lead to a devolution of Australia's treatment of workers, young and old. It is for these reasons that the current unregulated system should be audited according to its effects on the population in terms of employment and income levels by age. This study focuses on the nature of publicly-available, quantitative data reflecting the age and salary of Australia's workers.
From the Paper "Australia maintains wage and income restrictions that are more typical of Europe than North America, which may help to explain its young workforce. 20-24 year olds make an average of between 300 and 700 a week, whereas the range increases for 25-29 year olds, who typically make between 400 and 1500 a week. As salary is often more driven by tenure than by educational attainment in Australia, this provides incentives for workers to get into the workforce early. This is not the case in countries like Germany and the United States, where educational attainment is highly valued."
Abstract This paper documents the history of child labor in America. The tradition of child labor is discussed, the conditions under which children labored is described, and the methods of recruitment is described. The paper also describes the type of labor in which children were employed, how easily they were exploited, and how the problem of child labor was eventually addressed and made illegal. The paper also points out that this problem continues to exist throughout the world.
From the Paper "Imagine if you can the life this child had. He probably spent his days in the coal breaker "picking out the refuse, or culm, as the coal flowed down the long iron chutes". Breaker boys spend their time pulling rocks from coal cars as they rushed by. Children also worked in many other dangerous capacities. Young workers could be found in factories, mines, fields, and in the streets. Children worked to support their family, and
did not question their duty. They had a job, but no childhood, and nowhere to turn. Although many Americans would like to believe cases like this were rare, unfortunately, a well-documented history of child labor in America proves otherwise. Who were these children and what was the reason for their childless lives?"
Abstract This paper discusses how training in the work place can be enhanced by social learning theory. It explores the importance of knowing how employees learn to help organizations develop effective training programs that achieve the desired outcome. The author expands on various approaches to work place training including apprenticeships, peer-to-peer learning and Web-based training.
From the Paper "Companies regularly invest in upgrading their capital equipment factories, modernized computers are upgraded, newer equipment is installed. Yet one of a company's most important assets, its employees ..."
Tags: Social learning, training, employee training
Abstract This paper explains that work-based learning (WBL) involves schools and employers working together to create a structured learning program connected to the academic and technical content learned in the classroom. The author points out that WBL provides a smooth transition from the educational world of theory to a work opportunity, which essentially is an apprenticeship. The paper relates that WBL can be considered as a method for retaining students that might otherwise drop out of school. The author compares his or her high school work experience with WBL and states that, today, WBL is a valuable tool for many students, particularly those who lack the kind of direction or discipline that makes college or the military viable choices. The paper notes that many colleges use work-study, independent study and directed study programs to enable students to get practical experience while continuing their education.
From the Paper "Keeping student workers engaged is a task that relies on more than the students' dedication. It also relies on the employers' willingness to become involved in the process. Cunningham, Dawes, and Bennett indicate that in order to facilitate work-based learning, student workers must be empowered to take control of their own learning process through self-managed learning. However, there is also a need to involve management and other upper-level workers sufficiently with the student workers so that they support the experimental learning process and undermine its value."
Abstract This paper reviews and highlights the key concepts and elements that go into writing a proposal. The paper begins by discussing what is required in the beginning of a proposal and then goes on to explain the sections that make up a proposal. The paper particularly focuses on writing proposals for grant moneys.
From the Paper "Typical sections of a simple proposal usually include: the organizations' background (history); the mission of the organization; a statement of the need or the "problem" (as Lemmon puts it; the population or group that will be better served by receiving the grant; the money that is actually being asked for; the partnerships and linkages that will help serve the population / organization; and the "sustainability and evaluation" of the organization requesting the grant. Often the granting foundation or agency has a set series of requirements that the proposal of course must adhere to. For example, the granting group might want to know, "What groups will benefit..." or "How will you handle the ongoing evaluation?" once the money is in place and is being put to use. "
