Mucking in and mucking out: Vocational learning in Animal Care

Salisbury, Jane; Jephcote, Martin

doi:10.1016/j.tate.2009.09.018

Cited by 3 publications

(3 citation statements)

References 45 publications

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“…Researchers in many countries on several aspects of work-based learning in academic research are analysed from different angles with many important findings for possible practical use -like application and practical exploration of domains and elements of integrated training competency model through work-based learning (Ciptono et al, 2021) including important part of pedagogical aspects of inter-professional workplace learning with analysis (Baerheim & Raaheim, 2020;Smith, 2010; of different case studies indicating importance of student views, organisation of vocational education and vocational education school management attitude. Work-based learning has been chosen by many researchers as the field of deeper study (Gibbs, 2011;Salisbury & Jephcote, 2010) and has been covered by many researchers worldwide. The contribution of professional education to entrepreneurship innovation and competitiveness (Brante & Sloka, 2021a) is analysed on importance of aspects influencing entrepreneurship of workbased learning (Brante & Sloka, 2021b) and several aspects for realisation of competitive vocational education experience of Latvia already taking place for several years.…”

Section: Theoretical Findingsmentioning

confidence: 99%

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Gaile¹

2022

Research for Rural Development

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The aim of this work was to study the behavior, productivity and conditions of second lactation Bos taurus during the period of adaptation to new keeping and milking conditions. Thirty-four cows of the local black-and-white breed of the second lactation (24-47 days after calving) were transferred from a brick barn for 100 heads with tie-stall keeping in a newly low cost housing facility for 400 heads with free-stall keeping. Milking equipment also changed: before the changing conditions of keeping, cows were milked in the milk duct at UDM-100, and after changing the conditions in the milking parlor at Carousel, 32 cows were milked at the same time. We divided the first 30 days in the new conditions of keeping and milking into VI periods. The duration of the main behavioral reactions: lying down, drinking, and eating food in the first days after changing the conditions of keeping and milking decreased significantly -by 181; 13 and 89 min, respectively. Behavioral responses at the end of the adaptation period (30 days) was lower than on the last day before changing housing and milking conditions. During the first 5 days after the change of housing and milking conditions, the average productivity of cows decreased by 1.39 kg (or 6.01%), content of milk fat, protein and lactose by 0.03; 0.02 and 0.04%, respectively compared to the last day before the transfer of animals. As for the fat content, the level of the indicator of the last day before the cows transfer was reached in the IV period; protein and lactose in the ІІІ period (11-15 days).

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Section: Theoretical Findingsmentioning

confidence: 99%

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Gaile¹

2022

Research for Rural Development

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“…Researchers in many countries on several aspects of work-based learning in academic research are analysed from different angles with many important findings for possible practical use -like application and practical exploration of domains and elements of integrated training competency model through work-based learning (Ciptono et al, 2021) including important part of pedagogical aspects of inter-professional workplace learning with analysis (Baerheim & Raaheim, 2020;Smith, 2010;Sergejeva & Aboltins, 2020;Romanova et al, 2018) of different case studies indicating importance of student views, organisation of vocational education and vocational education school management attitude. Work-based learning has been chosen by many researchers as the field of deeper study (Gibbs, 2011;Salisbury & Jephcote, 2010) and has been covered by many researchers worldwide. The contribution of professional education to entrepreneurship innovation and competitiveness (Brante & Sloka, 2021a) is analysed on importance of aspects influencing entrepreneurship of workbased learning (Brante & Sloka, 2021b) and several aspects for realisation of competitive vocational education experience of Latvia already taking place for several years.…”

Section: Theoretical Findingsmentioning

confidence: 99%

Selection of companies for student involvement in work-based learning

Brante¹,

Sloka²

2022

Research for Rural Development

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Work-based learning takes place in education of competitive employees with required professional qualifications, skills, competence in Latvia. Researchers in many countries in different parts of the globe in their academic research are investigating factors influencing work-based learning. In successful work-based learning all involved stakeholders are important and influential: vocational education institution and its teaching staff and management of this vocation education institution, company where students spend part of their education and skills development process. There are several important aspects recognised as very significant and valuable for consideration in involvement of students in work-based learning analysed in scientific research and reflected in respective scientific internationally peerreviewed publications as well as taken into account in creation of legislative frame for work-based learning and practical implementation of work-based learning with optimal solutions in many countries on the globe and also in the Republic of Latvia. The aim of the research is to analyse aspects of student involvement in work-based learning process. Research methods applied: analysis of scientific peer-reviewed publications, analysis of statistical data related to analysis of tendency of number of vocational education establishments with trend analysis and case studies on work-based learning. Results indicate that there are many requirements for companies to involve students in workbased learning.

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“…Whilst there is some literature on the historic significance of horses and masculinities (for example, Latimer and Birke, 2009;Weil, 2006), the dominance of men in the role of breeding and showing horses at farming events (Hurn, 2008), the enduring mythology of the Wild West cowboy and various pieces of research documenting the professional 'masculine' world of horse racing (Birke, 2007), these have not tended to focus on the actual performative aspects of masculinity in these areas. There also appears to be a distinctive gap in research on young men (and women) in what Birke and Brandt (2009) define as the more feminised 'horsey world' of dressage and the experiences of those who are enrolled on VET courses related to the equine industry (see Salisbury and Jephcote, 2010). However, as Dashper's (2012) insightful ethnographic research into equestrian sport illustrates, even these areas which are predominantly female and which are linked to female activity in popular association have a much older masculine tradition (Birke, 2007).…”

Section: Frankie: a Tortured Display Of Masculinity?mentioning

confidence: 99%

Acceptable Masculinities: Working-Class Young Men and Vocational Education and Training Courses

Ward

2017

British Journal of Educational Studies

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Since the 1970s, the process of deindustrialisation, accompanied by social, cultural and political changes, has altered youth transitions from school to work. This paper is drawn from an ESR) C AQ1-funded study that explored the diversity of white, working-class young men (aged between 16 and 18) in a post-industrial community. The study focused on how young men performed their masculinities through different post-16 educational pathways and within the limits of place and a disadvantaged social class position. In this paper, I explore the way three of these young men who were enrolled on different vocational education and training courses learned how to display acceptable masculinities within these settings. Drawing on the work of Goffman, I argue that these vocational courses can 'frame' traditional forms of working-class masculinity, but also have the potential to enable alternative performances of masculinity to come through. However, the role of a locale's industrial heritage on gendered and classed expectations is important, and the impact this has on successful futures needs to be recognised.

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Mucking in and mucking out: Vocational learning in Animal Care

Cited by 3 publications

References 45 publications

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Selection of companies for student involvement in work-based learning

Acceptable Masculinities: Working-Class Young Men and Vocational Education and Training Courses

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