The paper critically gazes at Arudpragasam’s second novel A Passage North (2021) as a fictive temple site to commemorate the traumatic memories (during and after) of Sri Lankan Civil War (1983-2009). Taking cue from Gerard Genette’s structuralist theoretic observations given in Graham Allen’s book Intertextuality (2022 [2000]) with regard key term ‘Intertextuality’ along its associated terms: ‘...

Background: Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is ...

The in-practice component of vocational training should take place in practices working to high clinical and teaching standards. By means of a survey of its members, the Severn Faculty of the Royal College of General Practitioners was able to compare training practices with the criteria of the Joint Committee on Postgraduate Training for General Practice, and with non-training practices. The tr...

The proportion of people with low school qualifications remains significant in Hungary, which not only makes it difficult for them to enter the current labour market but may also exclude long term. For increasing number a level education, dropping out seems be one most common reasons. Prevention as determinative measure can provide answers this problem. study focuses on issue secondary drop-out...

Abstract Motivated by discussions of skill mismatches on local German vocational educational and training (VET) markets, this paper analyses how occupational segments VET entry individuals with lower intermediate secondary school degree relate to labor market characteristics. The econometric analysis applies data from a survey conducted 9th graders within the National Educational Panel Study (N...

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Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated b...