Relevant bibliographies by topics / Transitions to work

Academic literature on the topic 'Transitions to work'

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Published: 10 March 2023

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Journal articles on the topic "Transitions to work"

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Fouad, Nadya A., and John Bynner. "Work transitions." American Psychologist 63, no. 4 (2008): 241–51. http://dx.doi.org/10.1037/0003-066x.63.4.241.

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Wells, Nancy, Trish Barnard, Laura Mason, Adrienne Ames, and Terry Minnen. "Work Transitions." Journal of Nursing Administration 28, no. 2 (February 1998): 50–56. http://dx.doi.org/10.1097/00005110-199802000-00009.

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White, T. H., and Greg Mason. "Transitions to Work." Canadian Public Policy / Analyse de Politiques 12, no. 4 (December 1986): 654. http://dx.doi.org/10.2307/3550682.

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Kwon, Chang-kyu. "Work Transitions Narrative." Work 58, no. 2 (October 20, 2017): 95–97. http://dx.doi.org/10.3233/wor-172613.

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Foster, Michele, Desley Harvey, Rachel Quigley, and Edward Strivens. "Care transitions as street-level work." Journal of Integrated Care 25, no. 3 (July 3, 2017): 196–207. http://dx.doi.org/10.1108/jica-11-2016-0044.

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Purpose Quality care transitions of older people across acute, sub-acute and primary care are critical to safety and cost, which is the reason interventions to improve practice are a priority. Yet, given the complexity of providers and services involved it is often difficult to know the types of tensions that arise in day-to-day transition work or how front-line workers will respond. To that end, this innovative study differs from the largely descriptive studies by conceptualising care transitions as street-level work in order to capture how transition practice takes shape within the complexities and dynamics of the local setting. The paper aims to discuss these issues. Design/methodology/approach Data were collected from 23 hospital health professionals and community service providers across primary, sub-acute and acute care through focus groups. A thematic analysis and interrogation of themes using street-level concepts derived three key themes. Findings The themes of risk logics and dilemmas of fragmentation make explicit both the local constraints and opportunities of care transitions and how these intersect to engender a particular logic of practice. By revealing the various discretionary tactics adopted by front-line providers, the third theme simultaneously highlights how discretionary spaces might represent both possibilities and problematics for balancing organisational and patient needs. Originality/value The study contributes to the knowledge of street-level work in health settings and specifically, the nature of transition work. Importantly, it benefits policy and practice by uncovering mechanisms that could facilitate and impede quality transitions in discrete settings.
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Underwood, Kathryn, Elaine Frankel, Gillian Parekh, and Magdalena Janus. "Transitioning Work of Families." Exceptionality Education International 29, no. 3 (December 20, 2019): 135–53. http://dx.doi.org/10.5206/eei.v29i3.9391.

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This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are constructed in early childhood, and how these constructs are reinforced through procedures, policies, and documentation. Ultimately, we identify five key phenomena in the study: implicit messages of exclusion, the work of families, the supremacy of labels, a fallacy of choice, and the flexibility of institutions to adapt for children. These findings are taken up in the context of broader discourses of school readiness and transition to school with the intention of expanding our conversation about transitions.
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Zwart, Dorien L. M., Jeffrey L. Schnipper, Debbie Vermond, and David W. Bates. "How Do Care Transitions Work?" Medical Care 59, Suppl 4 (July 8, 2021): S387—S397. http://dx.doi.org/10.1097/mlr.0000000000001581.

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Pastore, Francesco, and Klaus F. Zimmermann. "Understanding school-to-work transitions." International Journal of Manpower 40, no. 3 (June 3, 2019): 374–78. http://dx.doi.org/10.1108/ijm-06-2019-343.

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Wallis, Stephanie. "Transitions in work and training." Clinical Teacher 13, no. 1 (January 27, 2016): 80. http://dx.doi.org/10.1111/tct.12499.

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Clark, Gary M. "Transitions From School to Work." Contemporary Psychology: A Journal of Reviews 32, no. 6 (June 1987): 571. http://dx.doi.org/10.1037/027253.

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Dissertations / Theses on the topic "Transitions to work"

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Hillerich-Sigg, Annette. "Essays on School-to-Work Transitions." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22388.

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Diese Dissertation befasst sich mit staatlichen Maßnahmen zur Verbesserung des Übergangs Schule-Beruf von Schülerinnen und Schüler der Real- und Hauptschulen in Deutschland. Kapitel 2 gibt einen Überblick über die ökonomische Berufsbildungsforschung. Wir stellen fest, dass noch Forschungslücken bezüglich junger Schulabgänger und langfristigen Arbeitsmarktergebnissen bestehen. Es werden ausgewählte Ergebnisse einer Fallstudie zu kurzfristigen Effekten einer Berufsorientierungsmaßnahme vorgestellt. Angesichts der noch bestehenden Erkenntnislücken skizzieren wir ein Konzept für ein regional geclustertes Übergangspanel. Kapitel 3 analysiert auf Basis eigener Befragungsdaten die Teilnahme an Berufsorientierungsmaßnahmen an weiterführenden Schulen und ihre Wirkung auf die Berufsplanung. Die Teilnahme hängt vom Schulzweig, sowie vom Schul- und Klassenkontext ab, während persönliche Merkmale kaum relevant sind. Die Wirkung von Berufsberatung hängt vom Anbieter der Beratung ab. Kapitel 4 untersucht die mittelfristige Wirkung einer Berufsorientierungsmaßnahme auf Arbeitsmarktergebnisse von Hauptschülerinnen und -schülern. Wir beobachten eine Verzögerung beim Eintritt und Abschluss der Berufsausbildung. Trotz der Verzögerung bestehen keine Unterschiede bei der Abbruchwahrscheinlichkeit und der Art der Berufsausbildung. Aber wir finden kleine, negative Effekte auf Beschäftigung und kumulative Verdienste innerhalb von sechs Jahren nach der Schule. Teilnehmende verbringen auch mehr Zeit in Arbeitslosigkeit. Kapitel 5 analysiert die alternativen Übergangswege nach der Hauptschule in ihrem Effekt auf die Art der Berufsausbildung. Ich zeige, dass ein verzögerter Übergang in Ausbildung kein Nachteil sein muss. Allerdings stehen die ökonomischen Vorteile einer geringeren Zufriedenheit mit der Berufsausbildung gegenüber. Die Teilnahme an Berufsvorbereitenden Maßnahmen führt nicht zu einer anderen Art der Ausbildung als der direkte Übergang, aber zu einer geringeren Zufriedenheit.
This doctoral thesis addresses policy measures implemented to improve school-to-work transitions of secondary school students in Germany, focused on students of the lower and middle track. Chapter 2 provides a survey of the economic research on vocational education. We find that research gaps still exists regarding young school-leavers and long-term labor market outcomes. We present selected results of a case study evaluating short-term effects of additional career assistance. Considering the research gaps we describe the concept for a regionally clustered transition panel. Chapter 3 analyzes based on own survey data the take-up of career guidance activities in secondary school and their effect on career planning. Take-up of career guidance depends upon the school track attended, and the school and the class setting, while personal characteristics are barely relevant. The effects of counseling depend upon the type of counseling provider. Chapter 4 assesses the effect of additional career assistance (ACA) on medium-term labor market outcomes of lower secondary school students. We find evidence for a delay in the transition into and completion of vocational training. Despite the delay, there is no difference in drop-out probability or the type of vocational training. But we find small negative effects on employment and cumulative earnings within six years after school. ACA participants also spend more time in unemployment. Chapter 5 analyzes alternative transition paths after German lower track secondary school in their effect on the type of vocational training. I show that a delayed transition into vocational training is not a disadvantage. However, economic benefits from continuing schooling come at the cost of being less satisfied with the vocational training. Participation in pre-vocational training does not lead to a different type of vocational training position than after a direct transition, but to lower levels of satisfaction.
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Hillerich-Sigg, Annette [Verfasser]. "Essays on School-to-Work Transitions / Annette Hillerich-Sigg." Berlin : Humboldt-Universität zu Berlin, 2021. http://d-nb.info/1228333556/34.

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Daykin, Norma. "Unhealthy transitions : young women, health and work in the 1980s." Thesis, University of Bristol, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329876.

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Granato, Silvia. "Gender inequalities and scarring effects in school to work transitions." Thesis, Queen Mary, University of London, 2018. http://qmro.qmul.ac.uk/xmlui/handle/123456789/43950.

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This thesis investigates issues related to gender inequalities and scarring effects in school to work transitions. The first chapter analyses the gender earnings gap among Italian college graduates at the beginning of their careers. Thanks to the richness of the dataset used I am able to control for a large set of variables related to individuals' educational and family background, as well as personality traits. The main finding is that the content of the college degree course is the most signicant variable in explaining the earnings gender differentials of young workers. In particular I show that female sorting in college majors characterised by a low maths content explains between 13 and 16% of the earnings gender gap. Motivated by this result, in Chapter 2 I investigate the determinants of gender gaps in STEM (science, technology, engineering and mathematics) graduation rates, with an emphasis on family, cultural and school influences. I show that half of the gap is attributed to the gender difference in maths and science content of the high school curriculum. The results indicate that in Italy the issue of the gender gap in STEM graduation has its roots in a gendered choice that originates many years before. The final chapter analyses the extent to which the mismatch of demand and supply of skills that young workers face when they enter the labour market upon completing education affects their careers. Regression results show that there is a long lasting negative effect of these initial conditions on labour market outcomes. The evidence is suggestive of a `trickle down unemployment' phenomenon, namely that high-skill workers try to escape strong competition from their high-skill peers by taking jobs for which a lower level of education is required, moving down the occupational ladder.
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Hügle, Dominik [Verfasser]. "School-to-Work Transitions and Labor Market Outcomes / Dominik Hügle." Berlin : Freie Universität Berlin, 2021. http://nbn-resolving.de/urn:nbn:de:kobv:188-refubium-31769-1.

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Quigley, Denise D. "Native and immigrant school-to-work transitions refocusing policy concerns /." Santa Monica, CA : Rand, 1996. http://catalog.hathitrust.org/api/volumes/oclc/36094144.html.

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Harrill, Edward Keith. "Outreach evangelism to people in one of life's major transitions." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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DeGiovanni, Katya S. "Transitions amidst transition : the journey of Maltese students from compulsory education to further education and/or work." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12613/.

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Further Education (FE) is almost a new venture on the Maltese Islands particularly for UK NVQ Levels 1 and 2. In 2001 the Malta College of Arts, Science and Technology (MCAST)introduced the Foundation Certificate: A Further Education (FE) access course without entry requirements. Drawing mainly on the study by Ball, Maguire and Macrae (2000), Bourdieu’s habitus and structure (1977; 1990; 1993) as well as Evans’ bounded agency (2002; 2007) and Evans and Heinz’s (1993: 1994) transition types, this thesis explores the transitory experience of eight female students from Compulsory to Further Education. Between 2007 and 2010 these students narrated their experiences prior to entry at MCAST, as students on the MCAST campus, during their work placements as well as on their workplace. Findings indicate that FE and work were chosen by elimination of the academic path even though it seems that school did not prepare the participants for these routes. The MCASTBTEC formative assessment system was deemed harder to get used to but fairer than the exam-based system. At MCAST students felt free to make their own choices and were treated as adults. Work placement experience for students seems to influence course choice. Full-time workers ex-students) indicated that they were given a lot of training, and that work was an alternative learning environment. This was important to retain their job and to further their studies. This thesis identifies three transition trajectories as well as a model for understanding the self in transition to FE within the Maltese context by identifying theories which are adaptable to this particular scenario. It also provides key learnings for policy makers and practitioners within the Maltese educational context. These include the exposure of students to MCAST, in-service training for subject and guidance teachers at service in secondary schools and guidelines for standardized induction as well as monitoring programmes aimed at increasing student retention. These strategies would ease the transition period making both MCAST and secondary schools more inclusive learning environments.
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Chan, Ann. "The cell group church overcoming the transitions /." Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com.

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Hallqvist, Anders. "Work Transitions as Biographical Learning : Exploring the Dynamics of Job Loss." Doctoral thesis, Linköpings universitet, Pedagogik och sociologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-76638.

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In recent years, researchers have pointed out that individuals understand their lives to a great extent through narratives and narration. In the field of adult education this idea has been taken up for instance in the concept of biographical learning. This thesis discusses the concept of biographical learning in relation to a research project on job loss in mid-life, as it is experienced and handled by whitecollar workers in a Swedish context. While much of the previous research on job loss and unemployment has focused on causes and effects, coping strategies and job search behaviour, this study suggests that an enforced work transition can be thought of as a biographical learning process. It also suggests that a greater diversity in the learning concept can be attained by reconsidering the concept in the framework of a pragmatist’s view of action. Analysing narrative interviews with white-collar workers (n=23), the study finds diversity in biographical learning with respect to the relative weights and characters of creative action and reflexive identity work. Individual’s variety of engagement in a work transition has also been understood by theoretically describing the process as structured by particular choice junctures. The study finds that a job loss during particular circumstances furthers reconsiderations, novel career decisions and ‘horizontal’ career moves. Being a central part of biographical learning, reflexivity is used in moments of evaluation, when people tell stories about the transition. It should be discussed in the plural, as the variety of evaluations implies a variety of reflexive efforts. Furthermore, it emphasizes that a work transition is a relational project, pointing out the significance of strong ties and formal ties to people who consider ‘horizontal’ career moves during a work transition. Altogether, this suggests that practical, existential, rhetorical as well as relational issues are involved in work transitions and biographical learning. Keywords: biographical learning, work transition, job loss, adult learning, adult education, outplacement counselling.
På senare år har betydelsen av berättelser och berättande framhållits av samhällsvetare från olika discipliner. Inom pedagogisk och utbildningssociologisk forskning har exempelvis begreppet biografisk lärande tagits i bruk för att visa hur människor tolkar, förstår och skapar mening i sina biografier genom självbiografiskt berättande. Denna avhandling diskuterar begreppet biografiskt lärande i relation till ett forskningsprojekt om omställningsprocesser efter uppsägning bland privat- och statsanställda tjänstemän. Medan tidigare forskning om uppsägning och arbetslöshet framför allt har intresserat sig för orsaker, effekter, copingprocesser och hur människor går till väga för att söka arbete, föreslås i denna avhandling att omställningsprocesser kan teoretisk förstås i termer av biografiskt lärande. I avhandlingen placeras begreppet i en handlingsteoretisk ram och utrymme skapas som gör det möjligt att tala om olika former av biografiskt lärande. Genom analys av narrativa intervjuer med personer som blivit uppsagda (n=23) föreslås att denna variation bland annat handlar om i vilken utsträckning och på vilket sätt människor engagerar sig i reflexivitet och kreativt handlande. Analysen visar också att variationen kan förstås med hänvisning till att människor under en omställning ställs inför vissa valsituationer och i samband därmed gör olika val. Studien visar att en uppsägning, under vissa betingelser, medverkar till kritisk reflektion och ”horisontella” karriärsteg. Avhandlingen diskuterar även begreppet reflexivitet som alltså är centralt för biografiskt lärande. I studien föreslås att reflexivitet bland annat utövas genom berättande, i det specifika moment då evaluering av det som berättelsen handlar om äger rum. Eftersom evaluering genomförs på olika sätt, bör man tala om reflexivitet i pluralis. Slutligen framhålls att omställning är en relationell process och att formella så väl som nära relationer har stor betydelse när människor överväger ”horisontella” karriärsteg. Nyckelord: biografiskt lärande, omställning, uppsägning, vuxnas lärande, vuxenutbildning, karriärvägledning.
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Books on the topic "Transitions to work"

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Brooks, Rachel, ed. Transitions from Education to Work. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235403.

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Schoon, Ingrid, and Rainer K. Silbereisen, eds. Transitions from School to Work. Cambridge: Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511605369.

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David, Neumark, ed. Improving school-to-work transitions. New York: Russell Sage Foundation, 2007.

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Wolter, Stefan. Transitions from school to work. Edited by ebrary Inc. Bradford, England: Emerald Group Publishing, 2002.

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Down, Barry, John Smyth, and Janean Robinson. Rethinking School-to-Work Transitions in Australia. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72269-6.

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Black, Bertram J. Work and mental illness: Transitions to employment. Baltimore: Johns Hopkins University Press, 1988.

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Hopson, Barrie. Transitions: Positive change in your life & work. Amsterdam: Pfeiffer & Co., 1993.

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Daya, Parin. School-to-work transitions: A selective bibliography. [Toronto]: Ontario Training and Adjustment Board, Resource Centre, 1994.

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Nininger, J. R. Leaving work: Managing one of life's pivotal transitions. Ottawa, ON: Conference Board of Canada, 2002.

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Krahn, H. School-work transitions: Changing patterns and research needs. [S.l: s.n.], 1996.

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Book chapters on the topic "Transitions to work"

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Keith, Patricia. "Work/Nonwork Orientations." In Later Life Transitions, 47–57. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-4978-2_5.

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Pendleton, David, Peter Derbyshire, and Chloe Hodgkinson. "Life Stages and Transitions." In Work-Life Matters, 39–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77768-5_4.

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Goudy, Willis, and Richard Reder. "Job Attitudes and Work Values." In Later Life Transitions, 25–35. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-4978-2_3.

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Evans, Karen, Martina Behrens, and Jens Kaluza. "Broken Transitions." In Learning and Work in the Risk Society, 89–113. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230596023_7.

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Whiteside, Mary F., Craig E. Aronoff, and John L. Ward. "How Transitions Raise Family Issues." In How Families Work Together, 71–74. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230116108_7.

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Bai, Limin. "Transitions from Education to Work." In Spotlight on China, 291–308. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6209-881-7_17.

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Tandon, Nidhi, Pratyusha Basu, Omkumar Krishnan, and R. V. Bhavani. "Workplace Transitions in India." In Emerging Work Trends in Urban India, 50–85. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003264194-3.

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Ray, Mo, Miriam Bernard, and Judith Phillips. "Transitions and continuities." In Critical Issues in Social Work With Older People, 98–114. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07384-6_6.

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Senese, Joseph C. "A Work in Progress." In Professional Learning Through Transitions and Transformations, 137–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22029-1_10.

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Walther, Andreas. "Welfare States as Transition Regimes: Reconstruction from International Comparisons of Young People’s Transitions to Work." In Life Course Research and Social Policies, 37–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_3.

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AbstractInternational comparison of welfare states offers a way for understanding how welfare states have contributed to the constitution of life course transitions and the different ways in which they are being shaped. The chapter introduces the concept of “transition regimes”, a comparative model developed with regard to school-to-work-transitions. The aim is to question if and to what extent this model can contribute to the objectives of reflexive transition research that extends the research of how individual transitions progress to how they are constantly re-constituted. In detail, this implies relating the analysis of comprehensive constellations with the discursive, institutional and individual practices involved in doing transitions. The chapter starts with an overview of international studies of school-to-work-transitions. This is followed by a review of comparative welfare research and the introduction of the concept of transition regimes, which is then related to the concept of doing transitions. The conclusion explores the contribution of comparative analysis of transition regimes for reflexive transition research.
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Conference papers on the topic "Transitions to work"

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Tang, Anthony, Joel Lanir, Saul Greenberg, and Sidney Fels. "Supporting transitions in work." In Proceedinfs of the ACM 2009 international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1531674.1531697.

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Massimi, Michael, Jackie L. Bender, Holly O. Witteman, and Osman H. Ahmed. "Life transitions and online health communities." In CSCW'14: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2531602.2531622.

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Haimson, Oliver L., Bryan Semaan, Brianna Dym, Joey Chiao-Yin Hsiao, Daniel Herron, and Wendy Moncur. "Life Transitions and Social Technologies." In CSCW '19: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311957.3359431.

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Fox, Laurie, and Shawn Plummer. "Leading Diverse Teams During Transitions to Remote Work." In SIGUCCS '21: ACM SIGUCCS Annual Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3419944.3441165.

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O'Charoen, Veekit, and Jeoffrey H. Bispham. "Managing supplier transitions: Development and performance through work transfer." In 2015 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2015. http://dx.doi.org/10.1109/picmet.2015.7273027.

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Liu, Tianxiao, Jasmine Glover, and Oliver L. Haimson. "Reasons for Sharing With Separate Social Media Audiences During Life Transitions." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418306.

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Huttenrauch, Helge, Kerstin Eklundh, Anders Green, Elin Topp, and Henrik Christensen. "What's in the gap? Interaction transitions that make HRI work." In ROMAN 2006 - The 15th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2006. http://dx.doi.org/10.1109/roman.2006.314405.

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Vairo, Antonio. "Heavy quarkonium decays and transitions in the language of effective field theories." In QCD@WORK 2005: International Workshop on Quantum Chromodynamics: Theory and Experiment. AIP, 2006. http://dx.doi.org/10.1063/1.2163767.

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Gonzalez Diaz, Carlos, John Tang, Advait Sarkar, and Sean Rintel. "Making Space for Social Time: Supporting Conversational Transitions Before, During, and After Video Meetings." In CHIWORK 2022: 2022 Symposium on Human-Computer Interaction for Work. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3533406.3533417.

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Tribelhorn, Ben, and H. E. Dillon. "Parametric Analysis and Validation of Machine Learning in Chaotic Transitions of the Lorenz System." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-71766.

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Abstract We are continuing an examination of unsupervised machine learning methods in natural convection systems. We are leveraging the Lorenz system to consider turbulent transitions and how machine learning models assist understanding these transitions. The Lorenz equations were selected to test the machine learning algorithms due to the relative simplicity of the equations, and the well-documented chaotic behavior. We developed a robust numerical solution to the Lorenz equations using a fourth order Runge-Kutta method with a time step of 0.001 seconds. We solved the Lorenz equations for a large range of Raleigh ratios from 1–1000. We also used a finer time resolution and larger Rayleigh range than prior work. We calculated the power spectral density, various descriptive statistics, and a cluster analysis using unsupervised machine learning. To identify behaviors and regions in the data, we utilize unsupervised learning as it is designed to assist in recognizing patterns without being told or trained by prior knowledge. We confirmed the performance of the machine learning system’s ability to identify chaotic transitions independent of expert selection of Raleigh ratio ranges. In prior work we found that the automated cluster analysis aligns well with well known key transition regions of the convection system. In this paper we further explore the inputs to the machine learning system and new methods of analysis. We further validated our methods with a windowing approach to the Rayleigh ratio range. By running this methodology over multiple Raleigh ratio ranges, the system is able to locate transitional regions. The system correctly identifies the transitional behaviors described in prior mathematical work. The results indicate that the power spectral density is very important for the correct clustering. We also found that examining machine learning clusters by dimension (x, y, and z) was important to understand many of the facets of the chaotic transitions. This simplified model serves as a test case for more complex natural convection flows. This unsupervised learning approach can be utilized on other systems where numerical analysis is computationally difficult. The results provide a visual mapping of the regions where chaotic transitions may occur based on variations in the Prandtl number and geometry constant. We plan to apply these methods to more complex natural convection systems and compare to experimental data. Unsupervised machine learning may be used as a tool to characterize the transition regions for these geometries, providing new lenses for the heat transfer community.
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Reports on the topic "Transitions to work"

1

Clark, Robert, Robert Hammond, and Siyan Liu. Work after Retirement: Worklife Transitions of Career Public Employess. Cambridge, MA: National Bureau of Economic Research, September 2019. http://dx.doi.org/10.3386/w26272.

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Erulkar, Annabel. Child domestic work and transitions to commercial sexual exploitation: Evidence from Ethiopia. Population Council, 2018. http://dx.doi.org/10.31899/pgy7.1012.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020013.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Research Centre for Education and the Labour Market, 2020. http://dx.doi.org/10.26481/umaror.2020005.

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Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.

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School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.
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Kotz, Andrew, Matt Jeffers, Alejandro Henao, Sean Esterly, and Hallie Lucas. USAID Colombia Young Leaders Workforce Training Program Action Plans: Early Adopters Work to Accelerate Electric Vehicle Transitions in Boyaca, Colombia. Office of Scientific and Technical Information (OSTI), February 2023. http://dx.doi.org/10.2172/1958609.

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Slater, Jessica, Jenny Yi-Chen Han, Charrlotte Adelina, Jaee Nikam, Diane Archer, Ha Nguyen, and Dayoon Kim. Air Pollution and the World of Work: Policies, Initiatives and the Current Situation – A Scoping and Evidence Review for Southeast and East Asia. Stockholm Environment Institute, October 2022. http://dx.doi.org/10.51414/sei2022.040.

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This scoping report synthesizes the authors’ initial work to understand the differentiated impacts of air pollution on workers in East and Southeast Asian countries and to identify evidence-based recommendations from regional case studies to help improve air quality and foster healthy employment in the context of just transitions towards a low-carbon economy.
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Sultana, Munawar. Two worlds under the same roof: A brief on gender difference in transitions to adulthood. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1008.

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Adolescence, a time of transition to adulthood, is different for young men and women in Pakistan; brothers and sisters living under the same roof have different opportunities available in all aspects of life. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on the situation of this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented in this brief comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed. This brief concludes that girls face disadvantages, especially in rural areas, and that parents, community, and policymakers need to work together to ensure that girls, like their brothers, are able to make a successful transition to adulthood.
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Smith, Jijo K., Howell Li, and Darcy M. Bullock. Populating SAE J2735 Message Confidence Values for Traffic Signal Transitions Along a Signalized Corridor. Purdue University, 2019. http://dx.doi.org/10.5703/1288284317322.

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The communication between connected vehicles and traffic signal controllers is defined in SAE Surface Vehicle Standard J2735. SAE J2735 defines traffic signal status messages and a series of 16 confidence levels for traffic signal transitions. This paper discusses a statistical method for tabulating traffic signal data by phase and time of day and populating the SAE J2735 messages. Graphical representation of the red-green and green-yellow transitions are presented from six intersections along a 4-mile corridor for five different time of day timing plans. The case study provided illustrates the importance of characterizing the stochastic variation of traffic signals to understand locations, phases, and time of day when traffic indications operate with high predictability, and periods when there are large variations in traffic signal change times. Specific cases, such as low vehicle demand and occasional actuation of pedestrian phases are highlighted as situations that may reduce the predictability of traffic signal change intervals. The results from this study also opens up discussion among transportation professionals on the importance of consistent tabulation of confidence values for both beginning and end of green signal states. We believe this paper will initiate dialog on how to consistently tabulate important data elements transmitted in SAE J2735 and perhaps refine those definitions. The paper concludes by highlighting the importance of traffic engineers and connected vehicle developers to work together to develop shared visions on traffic signal change characteristics so that the in-vehicle use cases and human-machine interface (HMI) meet user expectations.
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Stoelinga, Dimitri Stoelinga, Magdalena Wilson Wilson, Panchimma Cheriyan Cheriyan, and Zia Khan Khan. Preparing Youth for the Transition to Work. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.36801.

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